Re-visioning library support for undergraduate educational programmes in an academic health sciences library

McMaster University’s Health Sciences Library (HSL) began to transition to a new liaison service model in early 2018. One of its librarians sought to understand how an academic health sciences library can optimise its support for academic undergraduate programmes. This scoping review of the literature was pursued with the aim to submit an informed recommendation to HSL’s new Education and Lifelong Learning team, so the library could shift its approach to information literacy instruction in a manner that would optimise its outcomes for students and improve relationships with faculty staff. The author searched seven databases: Library, Information Science & Technology Abstracts (LISTA), ProQuest ERIC, OVID Embase, EBSCO CINAHL, OVID Medline, Web of Science and PapersFirst. She developed a robust and comprehensive search strategy that used a combination of subject headings and keywords to describe information literacy, metaliteracy, libraries and health sciences education. The author also hand-searched bibliographies of seminal publications to broaden her search for relevant literature. The findings in this review indicate that metaliteracy as a concept has not been intentionally implemented into information literacy training at academic health sciences libraries. The review finds that it is preferable to integrate information literacy skills directly into course or programme curricula and align those skills with the evidence-based practice skills undergraduates are already learning. Further, establishing a programme that builds on these skills gradually throughout the duration of the academic programme, rather than one-shot library instruction, is also preferred. To achieve success, libraries must build strong collaborative relationships with faculty staff. The author provides recommendations for practice that reflect the findings of this review. Other academic health libraries may benefit from this review by taking into consideration its findings and subsequent recommendations.

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Measuring Students’ Information Literacy Skills through Abstracting: Case Study from a Library & Information Science Perspective

College & Research Libraries ◽

10.5860/crl.69.2.132 ◽

2008 ◽

Vol 69 (2) ◽

pp. 132-154 ◽

Cited By ~ 8

Author(s):

Maria Pinto ◽

Andrés Fernández-Ramos ◽

Anne-Vinciane Doucet

Keyword(s):

Information Literacy ◽

Information Science ◽

Literacy Skills ◽

Library And Information Science ◽

Skill Levels ◽

Analysis And Synthesis ◽

Information Literacy Skills ◽

The University ◽

New Education

New education models based essentially on competencies and skills are gradually displacing the old systems based on teacher instruction and passive and memory-based learning in students, as these new competencies allow the student to learn actively with better levels of performance. We consider abstracting as a transcendent learning tool to analyze the basic role of information analysis and synthesis skills within the learning processes and their relation to the abstracting processes. Using an action-research methodology, we analyze the abstracting skill of students on the first and final courses of the Faculty of Library and Information Science at the University of Granada (Spain). Based on postulates from information literacy, analysis and synthesis competencies are studied through the students' modus operandi at the different abstracting stages. Similarities and differences between the two groups of students are perceived and displayed, with reference to the relation between the learned subjects and the levels of competence and skill. In the light of these results, meaningful patterns and recommendations for improving students' skill levels are proposed.

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Information Literacy among Undergraduate Students in Nigeria

Professional Development and Workplace Learning ◽

10.4018/978-1-4666-8632-8.ch071 ◽

2016 ◽

pp. 1314-1327

Author(s):

Stella E. Igun ◽

Jessa Precious Odafe

Keyword(s):

Undergraduate Students ◽

Information Literacy ◽

Information Science ◽

Survey Design ◽

Literacy Skills ◽

Digital Information ◽

State University ◽

Statistical Tool ◽

Needed Information ◽

Information Literacy Skills

This paper examined information literacy skills among undergraduate students in Nigeria. The scope of the study covered two departments in Delta State University, Abraka namely: Library and Information Science and Guidance and Counselling. The study was limited to final year students of the two departments. The descriptive survey design was adopted for the study and the population was 517. 103 or 20% of the population of 517 were sampled for the study. 97 questionnaires were retrieved and used for the study. Simple percentage and frequency count statistical tool was used to analyze the data. The study found out that ability to use information effectively to accomplish a task, ability to recognize the needed information, ability to access the needed information effectively and efficiently and ability to evaluate information critically are the information literacy skills possessed by some of the undergraduate students in Nigeria. The study recommended that information literacy education and electronic/digital information skills should be included in the curriculum of the undergraduate students in the universities.

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Information Literacy Competencies: A Conceptual Analysis

10.31229/osf.io/bsza6 ◽

2018 ◽

Author(s):

Chinwe Veronica Anunobi ◽

Obiora Kingsley Udem

Keyword(s):

Information Literacy ◽

Conceptual Analysis ◽

Information Science ◽

Literacy Skills ◽

Library And Information Science ◽

Exploratory Approach ◽

Information Literacy Skills ◽

Knowledge And Attitude ◽

Information Competency ◽

Information Literacy Competencies

Purpose: This paper reviewed literature as they relate to Information Literacy Competency. The review is necessary so as to guide students as well as scholars of Library and Information Science who may want to be exposed to the concepts and elements of Information Literacy.Design/Methodology: The exploratory approach was used for this study; first a conceptual framework was examined so as to identify the components of Information Literacy Competency which is combination of Knowledge, Skills and Attitude. This was followed by review of elements of three models of Information Literacy as well as review of views of scholars on Information Literacy Competencies. Finally position was taken on Information Literacy Competency.Findings: The paper found out that the term Information Literacy Competency and Information Literacy skills though often used interchangeably are not the same. Information literacy competency is a combination of knowledge, skills and attitudes towards recognizing when and why information is needed, where to find it, how to evaluate, manage and apply it, synthesize, use and communicate it ethically and legally. On the other hand, skill is a component of competency which includes other components (knowledge and attitude).Originality/Value: The value of this paper lies in its identification and discussion on review of the views and position on the concepts of information competency and literacy. It also brings together scholars and schools of thought ideology on information literacy competency which is expected to aid those in quest for knowledge.

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Norming a VALUE rubric to assess graduate information literacy skills

Journal of the Medical Library Association JMLA ◽

10.5195/jmla.2016.13 ◽

2016 ◽

Vol 104 (3) ◽

Author(s):

David J. Turbow ◽

Julie Evener, MLIS

Keyword(s):

Case Report ◽

Peer Review ◽

Information Literacy ◽

Review Essay ◽

Health Sciences ◽

Literacy Skills ◽

Patient Case ◽

Rater Reliability ◽

Student Work ◽

Information Literacy Skills

Objective: The study evaluated whether a modified version of the information literacy Valid Assessment of Learning in Undergraduate Education (VALUE) rubric would be useful for assessing the information literacy skills of graduate health sciences students.Methods: Through facilitated calibration workshops, an interdepartmental six-person team of librarians and faculty engaged in guided discussion about the meaning of the rubric criteria. They applied the rubric to score student work for a peer-review essay assignment in the ‘‘Information Literacy for Evidence-Based Practice’’ course. To determine inter-rater reliability, the raters participated in a follow-up exercise in which they independently applied the rubric to ten samples of work from a research project in the doctor of physical therapy program: the patient case report assignment.Results: For the peer-review essay, a high level of consistency in scoring was achieved for the second workshop, with statistically significant intra-class correlation coefficients above 0.8 for 3 criteria: ‘‘Determine the extent of evidence needed,’’ ‘‘Use evidence effectively to accomplish a specific purpose,’’ and ‘‘Access the needed evidence.’’ Participants concurred that the essay prompt and rubric criteria adequately discriminated the quality of student work for the peer-review essay assignment. When raters independently scored the patient case report assignment, inter-rater agreement was low and statistically insignificant for all rubric criteria (kappa¼[1]0.16, p.0.05–kappa¼0.12, p.0.05).Conclusions: While the peer-review essay assignment lent itself well to rubric calibration, scorers had a difficult time with the patient case report. Lack of familiarity among some raters with the specifics of the patient case report assignment and subject matter might have accounted for low inter-rater reliability. When norming, it is important to hold conversations about search strategies and expectations of performance. Overall, the authors found the rubric to be appropriate for assessing information literacy skills of graduate health sciences students.

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First Year University Students Arrive with Some Search Skills, But Struggle with Scholarly Sources

Evidence Based Library and Information Practice ◽

10.18438/b88c9f ◽

2014 ◽

Vol 9 (2) ◽

pp. 22

Author(s):

Cari Merkley

Keyword(s):

Information Literacy ◽

Assessment Tool ◽

Tertiary Education ◽

Information Source ◽

Health Sciences ◽

Literacy Skills ◽

First Year ◽

First Year Students ◽

Scholarly Literature ◽

Information Literacy Skills

A Review of: Salisbury, F., & Karasmanis, S. (2011). Are they ready? Exploring student information literacy skills in the transition from secondary to tertiary education. Australian Academic & Research Libraries, 42(1), 43-58. Objective – To determine what existing information literacy skills first year students possess upon entering university. Design – Quantitative survey questionnaire. Setting – A research university in Australia. Subjects – 1,029 first year students in the health sciences. Methods – First year students enrolled in the health sciences were asked to complete a paper questionnaire in their first week of classes in 2009. The 20 question survey was distributed in student tutorial groups. The first 10 questions collected information on student demographics, expected library use, and existing information seeking behaviour. The remaining 10 questions tested students’ understanding of information literacy concepts. Data collected from the survey were analyzed using the statistical software SPSS. Main Results – Most of the students who responded to the questionnaire were between the ages of 16 and 21 (84.3%) with only 2.2% over the age of 40. Approximately 15% of respondents had completed some postsecondary university or vocational education prior to enrolling in their current program. The students ranked Google, a friend, and a book as the top three places they would go to find information on something they knew little about. Google was also the most popular choice for finding a scholarly article (35% of respondents), followed by the library catalogue (21%). A large proportion of students correctly answered questions relating to identifying appropriate search terms. For example, one third of the students selected the correct combination of search concepts for a provided topic, and 77% identified that the choice of search phrase could negatively impact search results. Students also demonstrated prior knowledge of the Boolean operator AND, with 38% correctly identifying its use in the related question. Most students were also able to identify key markers of a website’s credibility. Questions relating to ethical information use and scholarly literature proved more challenging. Almost half (45%) of the students said that they did not know the characteristics of a peer reviewed journal article. Twenty five percent of respondents indicated that citing an information source was only necessary in the case of direct quotes, with only 28% correctly identifying the need for citing both quotes and paraphrasing. Only 23% were able to select the example of a journal citation from the list presented. Conclusion – Students enter university with existing strengths in concept identification and basic search formulation, but require the most assistance with locating and identifying scholarly literature and how to cite it appropriately in their work. The findings will inform the development of an online information literacy assessment tool to assist incoming students in identifying areas where they may require additional support as they transition to university.

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Health Information behaviour during COVID-19 outbreak among Egyptian library and information science undergraduate students

Information Development ◽

10.1177/0266666920976181 ◽

2020 ◽

pp. 026666692097618

Author(s):

Ahmed Shehata

Keyword(s):

Health Information ◽

Undergraduate Students ◽

Information Literacy ◽

Information Science ◽

Literacy Skills ◽

The Internet ◽

Library And Information Science ◽

Information Behaviour ◽

Study Results ◽

Information Literacy Skills

Health information shared on the Internet has the potential to improve people’s quality of life. However, the level of health information literacy and informational skills determines the individuals’ ability to obtain credible health information useful for them. This study investigates the Egyptian LIS undergraduates’ health information behaviour during the COVID-19 pandemic. The study has adopted a quantitative approach using a questionnaire to explore library and information science undergraduates’ health information behaviour. A sample of 161 students answered a questionnaire. The data were analysed using SPSS software. The study results show that official health websites, social media, and family and friends are the primary sources for health information for the participants. The findings also revealed that the sample has adequate health information skills, though many of the participants still need to raise their information literacy skills. Information credibility and personal beliefs were found to affect the participants’ decision to share health information on the Internet. One of the limitations of the study is that the sample selected in this study was LIS students who are trained to find reliable information as part of their education. Findings may be different for the “average” student. Furthermore, the questionnaire was distributed in one university, which means that the results cannot be generalised in other LIS departments using different courses. Therefore, more studies need to be conducted in other LIS departments with different course plans as they may produce different results. This study explores the health information behaviour of LIS undergraduates during the COVID-19 pandemic. The current study results may help develop the course plan in many LIS departments in Egypt and the Middle East, which would help improve the students’ health information literacy.

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Information Literacy Among Undergraduate Students in Nigeria

International Journal of Digital Literacy and Digital Competence ◽

10.4018/ijdldc.2014070101 ◽

2014 ◽

Vol 5 (3) ◽

pp. 1-14 ◽

Cited By ~ 2

Author(s):

Stella E. Igun ◽

Jessa Precious Odafe

Keyword(s):

Undergraduate Students ◽

Information Literacy ◽

Information Science ◽

Survey Design ◽

Literacy Skills ◽

Digital Information ◽

Statistical Tool ◽

Needed Information ◽

Information Literacy Skills ◽

Descriptive Survey

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Information Literacy Competencies of Library and Information Science Postgraduate Students in South East Nigeria Universities: A Focus on the Knowledge and Skill Level

10.31229/osf.io/zgkqp ◽

2018 ◽

Author(s):

Chinwe Veronica Anunobi ◽

Obiora Kingsley Udem

Keyword(s):

Information Literacy ◽

Information Science ◽

Literacy Skills ◽

Skill Level ◽

Library And Information Science ◽

Postgraduate Students ◽

Average Percentage ◽

Literacy Knowledge ◽

Information Literacy Skills ◽

Information Literacy Competencies

The study investigated the information literacy competencies possessed by Library and Information Science (LIS) postgraduate students in Federal Universities in South East Zone Nigeria with a focus on the Knowledge and skill level. Descriptive survey design was adopted for the study. Seventy two students which included all 2011/2012 PhD and Masters degree students from the Departments of LIS in Nnamdi Azikiwe University, Awka and University of Nigeria, Nsukka. Data was collected using Achievement Test and Questionnaire. Percentages, frequencies and mean rating were used to answer research questions. T-test was used to test hypotheses. The major findings of the study include: LIS postgraduate students in Federal Universities in South East Zone Nigeria possessed information literacy knowledge since the measure based on understanding the need for information, how to locate, evaluate and use information have average percentage scores of 95%, 87%, 82% and 88% respectively. However, the information literacy knowledge possessed by LIS Postgraduate students in Nnamdi Azikiwe University, Awka (NAU) differed significantly from those possessed by LIS Postgraduate students in University of Nigeria, Nsukka (UNN); LIS postgraduate students possessed moderate level of information literacy skills as their level of information literacy skills as measured based on ability to locate and access, evaluate and use information has general mean rating of 3.34. However, the skills differed significantly between LIS Postgraduate students in NAU and UNN. Based on the findings, it was recommended that more practical aspect of information literacy should be employed through students’ industrial training and internship, and LIS curriculum should be enhanced especially with reference to skill acquisition.

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