‘Informed’, ‘active’ and ‘engaged’? Understanding and enacting information literacy from a UK citizenship perspective

Information literacy (IL) has been considered by Library and Information Studies (LIS) research and praxis to be vital in helping citizens be ‘informed’, ‘active’ and ‘engaged’ within society. LIS discourse has explored different conceptions of citizenship and its relationship with IL within the paradigm of liberal democratic societies. Critical IL approaches have in turn promoted a citizenship of personal agency, empowerment, challenging the status quo and the pursuit of social justice, as well as focusing on what has been termed ‘political literacy’. However, critical information literacy has also problematised some of the approaches to citizenship found in LIS discourse. Despite the complexity of the subject, empirical study into these issues is still severely lacking. This research moves to start addressing this need by investigating how IL is understood and enacted from the perspective of UK citizenship. Using a qualitative approach of semi-structured interviews with five UK citizens based in Oxford, UK, in the summer of 2019, it set out to establish the relationship between IL and citizenship in a personal context. It was found to be understood and enacted through the development of socially-constructed personal citizenship information landscapes, oriented to a personal sense of citizenship, agency, motivation and empowerment. These personal landscapes challenge some of the established IL paradigms of ‘informed’, ‘active’ and ‘engaged’ citizens, as well as related concepts of information ‘wealth’ and ‘poverty’. They also raise questions of the role of personal ethics in decision making as citizens and potential tensions with ‘acceptable’ norms. These findings help to further problematise the dynamic between IL and citizenship, and challenge LIS research and praxis not just to promote specific values and goals, but also to work towards a greater understanding of the personal contexts shaping that dynamic.

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Integration of Digital Preservation Knowledge, Skills and Competencies in the Teaching Curricula of Library and Information Studies at the University of Botswana

Mousaion ◽

10.25159/2663-659x/6436 ◽

2019 ◽

Vol 37 (1) ◽

Cited By ~ 1

Author(s):

Thatayaone Segaetsho ◽

Julie Moloi

Keyword(s):

Digital Preservation ◽

Records Management ◽

Structured Interviews ◽

University Of Botswana ◽

Current Trends ◽

Teaching Content ◽

Library And Information Studies ◽

Information Studies ◽

The University

In the past few decades, digital technology has found a place in the acquisition, arrangement, description, preservation, and dissemination of information. However, heritage institutions are perturbed by the challenges of digital preservation strategies particularly for education. Despite continuous investment in digital preservation, there are limited skilled professionals to equip learners with the knowledge, skills and competencies required to drive digital preservation in Botswana. Therefore, this paper investigated the knowledge, skills and competencies related to digital preservation in the teaching curricula of the Department of Library and Information Studies (DLIS) at the University of Botswana. Data collection was done through intensive structured interviews with specific educators who teach courses on digital preservation in the archives and records management stream. The study revealed that despite the fact that the educators in preservation courses are aware of current trends in digital preservation, most of them have not obtained formal degree certification specific to digital preservation. The findings further revealed that minimal digital preservation competencies are observed in the teaching curricula. A significant number of challenges observed illustrated mainly a lack of resources and limited skills in terms of practical demonstrations by educators. The curricula mostly lacked clarity on long-term and short-term digital preservation. The study recommends that DLIS and other institutions should conduct surveys or curriculum auditing on digital preservation in order to improve the teaching content. A significant number of shortcomings regarding digital preservation that could motivate further studies are also discussed under the conclusion and recommendations section of this study.

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Teaching in Library and Information Studies: Creating videos to provide educational content

Mitteilungen der Vereinigung Österreichischer Bibliothekarinnen und Bibliothekare ◽

10.31263/voebm.v73i3-4.5380 ◽

2021 ◽

Vol 73 (3-4) ◽

Author(s):

Juan-José Boté-Vericad

Keyword(s):

Information Literacy ◽

Digital Literacy ◽

Distance Teaching ◽

Educational Materials ◽

Educational Content ◽

Face To Face ◽

Library And Information Studies ◽

Information Studies ◽

The University

COVID-19 has forced several changes in the teaching of Library and Information Studies. In this article we explain our experience in creating and publishing videos as educational content at the University of Barcelona. Students having to learn by distance teaching have different needs in regard to the provision of educational materials. Similarly, professors need to give the best possible experience to distance students when face-to-face courses are not possible. This leads to the question of the roles that information literacy and digital literacy play, especially for professors.

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The Same, but Different: An Exploratory Study of English as Second Language Learners in the Context of their Information Behaviour Related to Recreational Reading

10.26686/wgtn.16993099.v1 ◽

2021 ◽

Author(s):

◽

Matthew Banks

Keyword(s):

Second Language ◽

Qualitative Methodology ◽

Research Problem ◽

Structured Interviews ◽

Recreational Reading ◽

English As Second Language ◽

Information Behaviour ◽

Library And Information Studies ◽

Information Studies ◽

Esl Learners

<p>Research problem: This research was a localised (Wellington-based) exploration of the information behaviour of adult immigrant English as Second Language (ESL) Learners in relation to their recreational reading. It explored the context of their everyday lives and the individual experiences of ESL Learners. It contributes to the development of our understanding of immigrant information behaviour in the Library and Information Studies field. Methodology: A qualitative methodology was used. This was in the form of semi-structured interviews conducted with each of the five participants and qualitative data analysis techniques. A purposive sample was drawn from adult, immigrant members of the Wellington ESL community. Results: The information behaviour of the participants interviewed was found to be wide ranging and often specific to the individual's needs. Some similarities in the participant's experiences were found. The participant's information behaviour was found to be influenced by a number of social and cultural factors. Language was found to significantly impact the participant's information behavior. Implications: This research implies that there is a continuing need for ongoing investigation into the information behaviour of ESL learners and immigrants within the Library and Information Studies community. This will have ongoing implication for public libraries as they continue to find new and better ways to meet the needs of this group.</p>

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10,000 Newly Certified Librarians, 100 Secure Jobs

Internationalization of Library and Information Science Education in the Asia-Pacific Region - Advances in Library and Information Science ◽

10.4018/978-1-7998-2273-8.ch004 ◽

2020 ◽

pp. 78-101

Author(s):

Daisuke Okada

Keyword(s):

Distance Education ◽

Training Programs ◽

School Library ◽

Global Trends ◽

Curriculum Model ◽

Library And Information Studies ◽

Information Studies ◽

The Status ◽

School Librarianship ◽

Teacher Librarians

This chapter discusses the status, challenges, and issues encountered in librarianship in Japan, especially school librarianship. Specifically, it focuses on the certifications for school library staff, the curriculum model, and the employability of certified librarians. Topics related to Library and Information Studies schools, training programs for certified librarians, summer and distance education, qualifications and accreditation of teacher librarians are discussed as well. Currently, librarianship and school librarianship are not close to implementing internationalization; however, this discussion cannot be avoided. Hence, this chapter argues that it is necessary to incorporate the specific trends in Japan along with global trends.

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Reflecting on Critical Thinking in the Jamaican Education System: Embracing UNESCO’s MIL City Concept

10.53362/g3407-2923-8601-v ◽

2021 ◽

pp. 290-299

Author(s):

M. Deans

Keyword(s):

Critical Thinking ◽

Information Literacy ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Intercultural Dialogue ◽

Ministry Of Education ◽

Library And Information Studies ◽

Information Studies ◽

Jamaican Education

Jamaica has acknowledged that the digital age calls for an education sys tem that takes into consideration the development of critical thinking skills within students as a means of resolving immediate and lifelong challenges. To this extent, the Ministry of Education advocates that Ja maica needs a “well resourced, internationally recognized, valuesbased system that develops critical thinking, lifelong learners who are pro ductive and successful and can effectively contribute to an improved quality of life at the personal, national and global levels (PIOJ, 2010, p. 45). In order to achieve this; at the tertiary level, the Department of Library and Information Studies (DLIS), UWI, Mona, plays a criti cal role as a regional school in embracing and advocating Media and Information Literacy and Intercultural Dialogue (MILID) initiatives. Both students and staff recognize the importance of their role in UNESCO’s multidisciplinary approach to media and information lit eracy for all.

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Perceptions and Experiences of E-Learning among On-Campus Students

Advances in Library and Information Science - Advancing Library Education ◽

10.4018/978-1-4666-3688-0.ch004 ◽

2013 ◽

pp. 45-64

Author(s):

Michelle M. Kazmer ◽

Amelia N. Gibson ◽

Kathleen Shannon

Keyword(s):

Graduate Students ◽

Student Perceptions ◽

Research Question ◽

Relevant Literature ◽

Research Literature ◽

State University ◽

Structured Interviews ◽

Library And Information Studies ◽

Information Studies ◽

Based Instruction

This chapter explores the experiences of on-campus graduate students in Library and Information Studies (LIS) who take online classes using the relevant literature and analyzing data from an exploratory study to begin to answer the overarching research question: What are the factors influencing the perceptions and affective experiences of on-campus graduate students who take courses taught via Web-based instruction? Specific subareas of the existing research literature addressing student perceptions of online learning and hybrid and blended learning provide direction and frame the discussion. Empirical evidence is provided via qualitative data from a study comprising face-to-face, semi-structured interviews with 20 on-campus students at the Florida State University School of Library and Information Studies (SLIS), all of whom must take online courses to complete the Master’s degree at SLIS.

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Undercover Feminist Pedagogy in Information Literacy: A Literature Review

Evidence Based Library and Information Practice ◽

10.18438/eblip29636 ◽

2020 ◽

Vol 15 (1) ◽

pp. 126-141

Author(s):

Emily Kingsland

Keyword(s):

Literature Review ◽

Information Literacy ◽

Information Science ◽

Academic Library ◽

Research Process ◽

Feminist Pedagogy ◽

Theory And Practice ◽

Library Instruction ◽

Library And Information Studies ◽

Information Studies

Abstract Objective – Feminist pedagogy in library instruction presents a new approach to actively engaging students in the research process. While feminist pedagogy in universities found early adoption in the 1970s, it is a newer phenomenon in library instruction, finding its early roots in works by Ladenson (2010), Accardi (2010), and Accardi and Vukovic (2013). By fostering active engagement and critical thinking skills, feminist library instruction sessions encourage students to question authority, actively participate in the knowledge production process, and become aware of their power and information privilege as they navigate increasingly complex information environments. At its core, this specific pedagogical approach subverts traditional classroom dynamics by focusing on diversity and inclusion. This literature review demonstrates how feminist pedagogy is currently being practiced in academic library information literacy sessions and how students can be assessed in a feminist manner. Methods – Practitioners of feminist pedagogy draw on techniques and methodologies designed to emphasize and value different experiences, such as cooperative learning, collaborative learning, inquiry-based learning, and inquiry-guided learning. These techniques and methodologies are used to develop students’ information literacy skills, to take ownership of the research process, and to stimulate critical inquiry. For the literature review, the following databases were searched: Education Resources Information Center (ERIC) on the ProQuest platform; Library & Information Science Abstracts (LISA); Library, Information Science & Technology Abstracts (LISTA); Scopus; and Web of Science Core Collection. Hand searching in WorldCat, as well as cited reference searching and bibliography mining, were also conducted. The searches were run between November 2018 and April 2019, followed by a second round in July 2019 based on participant feedback from the 2019 EBLIP10 conference. Case studies, books, book chapters, literature reviews, research papers, interviews, surveys, and papers based on statistical and qualitative analysis were consulted. Results – While some librarians may lack familiarity with feminist theory, feminism writ large influences academic librarians’ professional practice (Schroeder & Hollister, 2014). Librarians can incorporate feminist pedagogy into their practice and assessment in many concrete ways. However, librarians who focus on feminist pedagogy may face obstacles in their teaching, which may explain why publications on feminist pedagogical discourse within library and information studies have emerged only within the last decade (Fritch, 2018; Hackney et al., 2018). The most common challenge feminist librarians face is the restrictive nature of the standalone, one-shot information literacy session. Moreover, there is much room for improvement in library and information studies programs to introduce students to the theory and practice of feminist pedagogy. Conclusion – This paper highlights examples of feminist methods librarians can put into practice in their information literacy sessions and ways in which students can be assessed in a feminist manner. The literature demonstrates that feminist pedagogy has been successfully implemented for decades in universities. By comparison, practicing feminist pedagogy at the library instruction level is a relatively new area of focus within the profession. Hopefully, this growing trend will lead to more evidence based literature in the near future.

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Simulated Recall and Mental Models: Tools for Teaching and Learning Computer Information Literacy20075Lyn Henderson and Julie Tallman. Simulated Recall and Mental Models: Tools for Teaching and Learning Computer Information Literacy. Lanham, MD: Scarecrow Press 2006. 287 pp., ISBN: 0810852225 US$55.00 (soft cover) Research Methods in Library and Information Studies, 2

Online Information Review ◽

10.1108/14684520710832423 ◽

2007 ◽

Vol 31 (5) ◽

pp. 711-712

Author(s):

Lorette Jacobs

Keyword(s):

Mental Models ◽

Research Methods ◽

Information Literacy ◽

Teaching And Learning ◽

Library And Information Studies ◽

Information Studies

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Libraries, democracy, information literacy, and citizenship

Journal of Documentation ◽

10.1108/jd-12-2016-0152 ◽

2017 ◽

Vol 73 (5) ◽

pp. 1010-1033 ◽

Cited By ~ 4

Author(s):

Johanna Rivano Eckerdal

Keyword(s):

Information Literacy ◽

Design Methodology ◽

Sexual And Reproductive Health ◽

Learning Activity ◽

The Political ◽

Content Type ◽

Political Role ◽

Library And Information Studies ◽

Information Studies

Purpose The purpose of this paper is to advocate and contribute to a more nuanced and discerning argument when ascribing a democratic role to libraries and activities related to information literacy. Design/methodology/approach The connections between democracy and libraries as well as between citizenship and information literacy are analysed by using Mouffe’s agonistic pluralism. One example is provided by a recent legislative change (the new Swedish Library Act) and the documents preceding it. A second, more detailed example concerns how information literacy may be conceptualised when related to young women’s sexual and reproductive health. Crucial in both examples are the suggestions of routes to travel that support equality and inclusion for all. Findings Within an agonistic approach, democracy concerns equality and interest in making efforts to include the less privileged. The inclusion of a democratic aim, directed towards everyone, for libraries in the new Library Act can be argued to emphasise the political role of libraries. A liberal and a radical understanding of information literacy is elaborated, the latter is advocated. Information literacy is also analysed in a non-essentialist manner, as a description of a learning activity, therefore always value-laden. Originality/value The agonistic reading of two central concepts in library and information studies, namely, libraries and information literacy is fruitful and shows how the discipline may contribute to strengthen democracy in society both within institutions as libraries and in other settings.

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