scholarly journals Information Literacy in Biology Education: An Example from an Advanced Cell Biology Course

2005 ◽  
Vol 4 (4) ◽  
pp. 335-343 ◽  
Author(s):  
John R. Porter
Keyword(s):  
Information Literacy ◽  
Cell Biology ◽  
Scientific Literature ◽  
Biology Education ◽  
Literacy Skills ◽  
Undergraduate Biology ◽  
Information Literacy Skills ◽  
Subject Areas ◽  
Upper Level ◽  
A Current

Information literacy skills are critically important for the undergraduate biology student. The ability to find, understand, evaluate, and use information, whether from the scientific literature or from Web resources, is essential for a good understanding of a topic and for the conduct of research. A project in which students receive information literacy instruction and then proceed to select, update, and write about a current research topic in an upper-level cell biology course is described. Students research the chosen topic using paper and electronic resources, generate a list of relevant articles, prepare abstracts based on papers read, and, finally, prepare a“ state-of-the-art” paper on the topic. This approach, which extends over most of one semester, has resulted in a number of well-researched and well-written papers that incorporate some of the latest research in cell biology. The steps in this project have also led to students who are prepared to address future projects on new and complex topics. The project is part of an undergraduate course in cell biology, but parts of the assignments can be modified to fit a variety of subject areas and levels.

Authentic learning in cultural anthropology: Editing Wikipedia for real-world impact

2021 ◽  
Author(s):  
Jessica L. Lott ◽  
Jennifer L. Sullivan
Keyword(s):  
Information Literacy ◽  
Real World ◽  
Literacy Practices ◽  
Cultural Anthropology ◽  
Literacy Skills ◽  
Global Perspective ◽  
Course Content ◽  
Sex And Sexuality ◽  
Information Literacy Skills ◽  
Upper Level

Jennifer L. Sullivan (academic librarian) and Jessica Lott (anthropology professor) are invested in pedagogical approaches that help learners apply course content to their everyday lives. With this goal in mind, we created a flexible Wikipedia-based assignment for an upper-level anthropology course, Gender, Sex, and Sexuality: A Global Perspective, as a way to teach information literacy skills in a real-world setting while also enriching course content. As the course’s culminating assignment, learners researched an information gap on Wikipedia addressing gender. Learners were also asked to use their experience on Wikipedia to reflect on the significance of the documented gender bias in Wikipedia. This chapter discusses the advantages of Wikipedia as a platform for cultivating authentic information literacy practices. In particular, we address ACRL’s Framework for Information Literacy in Higher Education, information literacy as a social justice imperative, and disciplinary information literacy. We taught this assignment four times over the period summer 2017–summer 2020 and draw from our experiences collaborating on this assignment. We hope that learning from our successes and failures will inspire those who wish to adapt it for their instruction.

scholarly journals Auditing information literacy skills of secondary school students in Singapore

2016 ◽  
Vol 10 (1) ◽  
pp. 44 ◽  
Author(s):  
Shaheen Majid ◽  
Yun-Ke Chang ◽  
Shubert Foo
Keyword(s):  
Information Literacy ◽  
Online Survey ◽  
Literacy Skills ◽  
Middle Level ◽  
Ministry Of Education ◽  
School Students ◽  
Grade Levels ◽  
Information Literacy Skills ◽  
Subject Areas ◽  
Better Than

The aim of this study was to assess the information literacy (IL) and cyber-wellness skills of secondary 3 (grade 9) students, who are aged 14-15, in Singapore. The Ministry of Education in Singapore has introduced aspects of IL in schools through incorporating components into the syllabi of various subjects. A pilot-tested online survey, validated by IL experts from Canada, Hong Kong, Kuwait and Thailand, was used for data collection. The survey was taken by 2,458 students from 11 secondary schools in different geographical zones of Singapore. It was found that the use of school libraries and their resources was at a very low level. The majority of the students approached classmates and friends for help in solving their information-related problems. Only a small fraction consulted their school librarian. The overall IL assessment score showed that the students possessed a ‘middle’ level of IL skills which is better than previous (pre-curriculum integration) IL assessment studies in Singapore. As curriculum-embedded IL skills are taught by subject teachers, their level of preparedness could be a matter of concern. Similarly, fragmentation of IL concepts in different subject textbooks may cause co-ordination problems among teachers. This paper highlights the need for developing a roadmap for providing IL skills at different grade levels and in different subject areas. It is expected that the findings of this study will be useful to curriculum planners, teachers, schools librarians and others involved in IL education.    

Meeting the Information Literacy Skills of Diverse Primary School Pupils Through the School Libraries

2011 ◽  
Vol 4 (3) ◽  
pp. 117-122 ◽  
Author(s):  
Nwachukwu V. N. Nwachukwu V. N. ◽  
◽  
ESKAY, M. Eskay, M. ◽  
Ifeanyichukwu, J.N. Ifeanyichukwu, J.N.
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
School Libraries ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Primary School Pupils

scholarly journals Improving nurses’ readiness for evidence-based practice in critical care units: results of an information literacy training program

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Jamileh Farokhzadian ◽  
Somayeh Jouparinejad ◽  
Farhad Fatehi ◽  
Fatemeh Falahati-Marvast
Keyword(s):  
Critical Care ◽  
Training Program ◽  
Information Literacy ◽  
Intervention Group ◽  
Literacy Skills ◽  
Evidence Based ◽  
Control Groups ◽  
Critical Care Units ◽  
Literacy Training ◽  
Information Literacy Skills

Abstract Background One of the most important prerequisites for nurses’ readiness to implement Evidence-Based Practice (EBP) is to improve their information literacy skills. This study aimed to evaluate the impact of a training program on nurses’ information literacy skills for EBP in critical care units. Methods In this interventional study, 60 nurses working in critical care units of hospitals affiliated to Kerman University of Medical Sciences were randomly assigned into the intervention or control groups. The intervention group was provided with information literacy training in three eight-hour sessions over 3 weeks. Data were collected using demographic and information literacy skills for EBP questionnaires before and 1 month after the intervention. Results At baseline, the intervention and control groups were similar in terms of demographic characteristics and information literacy skills for EBP. The training program significantly improved all dimensions of information literacy skills of the nurses in the intervention group, including the use of different information resources (3.43 ± 0.48, p < 0.001), information searching skills and the use of different search features (3.85 ± 0.67, p < 0.001), knowledge about search operators (3.74 ± 0.14, p < 0.001), and selection of more appropriate search statement (x2 = 50.63, p = 0.001) compared with the control group. Conclusions Nurses can learn EBP skills and apply research findings in their nursing practice in order to provide high-quality, safe nursing care in clinical settings. Practical workshops and regular training courses are effective interventional strategies to equip nurses with information literacy skills so that they can apply these skills to their future nursing practice.

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.

Sign in / Sign up

Export Citation Format

Share Document