scholarly journals Expectations and Experiences of Information Literacy Instruction

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Saga Pohjola-Ahlin
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Learning Outcome ◽  
Small Scale ◽  
Average Response Rate ◽  
New Methods ◽  
Information Literacy Instruction ◽  
High Level ◽  
Level Of Motivation

In May 2016, 48 third semester undergraduate students enrolled in the physiotherapy program at Karolinska Institutet in Sweden were given three sets of questionnaires; before the information literacy instruction (ILI) started, at the end of the first session, and a week after, at the end of the second and last session.The aim of this small-scale pilot study was to shed some light on students’ motivation to attend ILI, how they value the sessions afterwards and how they assess their learning outcome. Furthermore, it was an attempt to do a "students’ user experience study” in a pedagogical setting, with the intention to evaluate and improve teaching in ILI to meet student expectations.The average response rate for the three questionnaires was 92%. The results show that students’ expectations were similar to the actual content of ILI, and that the students were satisfied with their own learning outcome. Both motivation and the sense of relevance got higher scores after students attended ILI. Motivation rose from 7,4 to 8,12 out of 10. This is positive because a high level of motivation often improves the learning outcome (Schunk, 2012). When asked which areas most needed improvement in order to further enhance their learning outcome, the most common responses were “the pedagogy” and “my own achievement”. It would be interesting to start collaborating with a group of students in order to explore new methods and learning activities.

Comparative Gamification Practices for Information Literacy Instruction in Higher Education

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Nikki Squire
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Research Literature ◽  
Information Literacy Instruction ◽  
Literacy Outcomes ◽  
Underperforming Students

Due to the recent call for the need to change information literacy instruction for 21st century skills, many scholars, educators, and librarians are exploring gamification as a teaching and learning pedagogy for information literacy instruction, design, and assessment for student learning. The research literature provides an overview of various information literacy tools, teaching methods, and pedagogies suggested by scholars and educators for improving information literacy instruction and student learning. Based on results from empirical studies, to improve information literacy outcomes for undergraduate students, especially literacy gains for at-risk or underperforming students, gamification can be used as a conceptual framework for pedagogy assessment for teaching and learning.

Revealing instruction opportunities: a framework-based rubric for syllabus analysis

2019 ◽  
Vol 47 (2) ◽  
pp. 151-168
Author(s):  
Melissa Beuoy ◽  
Katherine Boss
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Content Type ◽  
Literacy Interventions ◽  
American University ◽  
Program Administrators ◽  
Information Literacy Instruction ◽  
Literacy Outcomes ◽  
New Instrument ◽  
High Level

Purpose The purpose of this paper was to develop a rubric based on the ACRL framework to analyze departmental syllabi for opportunities to scaffold information literacy instruction. The rubric provided a replicable method of gathering and analyzing data using course syllabi to enable instruction librarians to strategically embed information literacy instruction within a disciplinary curriculum. Design/methodology/approach This study examined 231 syllabi from three departments at a large American university. The authors developed and normed a rubric based on ACRL’s 2015 Framework for Information Literacy for Higher Education and coded the syllabi for the presence of these six themes using a three-indicator scale: not present, implied or explicitly stated. Cohen’s kappa calculations for interrater reliability was 0.92, which indicates that the raters had a high level of agreement and that the rubric could be a reliable instrument to replicate this sort of study. Findings The analysis revealed numerous opportunities for targeted, curriculum-integrated instruction in each department at the undergraduate and graduate levels. It also offered disciplinary insights on the Framework within and across each program. Thesedata can be used to inform conversations with program administrators about scaffolding information literacy interventions across a curriculum. Originality/value This study contributes a new instrument with which to analyze syllabi for information literacy outcomes to develop curricular maps and conduct strategic instructional outreach. The data demonstrated that the rubric is reliable and could be used to replicate this study in a variety of programs or institutions. Authors have presented at Library Instruction West, July 2018.

An empirical investigation of information skills among undergraduate students at Dhaka University

2015 ◽  
Vol 64 (4/5) ◽  
pp. 274-284 ◽  
Author(s):  
Jannatul Ferdows ◽  
S.M. Zabed Ahmed
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Online Information ◽  
Undergraduate Level ◽  
Content Type ◽  
Information Literacy Instruction ◽  
Information And Communication ◽  
Information Skills ◽  
The University

Purpose – The aim of this paper is to empirically investigate the information skills of undergraduate students at the University of Dhaka, Bangladesh. Design/methodology/approach – A questionnaire-based survey was administered to obtain data about undergraduates’ information skills. The questionnaire consisted of demographic information, computer and Internet experiences, and a set of ten questions relating to information skills. A total of 199 undergraduate students responded to the survey. Findings – The results indicate that undergraduates’ information skills were poor. Only a few of them were successful in answering some of the questions correctly. There are significant differences in information skills among respondents in terms of gender, age, possession of personal computers and computer and Internet experience. The main reasons for these differences and the general failure in answering the task questions correctly are mostly attributed to the absence of information literacy instruction within the university, lack of online information resources and inadequate information and communication technology facilities. Practical implications – The findings of this study will help universities in Bangladesh and other developing countries to develop appropriate information literacy instruction at undergraduate level. Originality/value – This is the first time an effort has been made to assess task-based information skills of undergraduate students in Bangladesh. The findings of this study will help universities in Bangladesh and elsewhere in the developing world to introduce information literacy instruction at undergraduate level.

scholarly journals In the News

2017 ◽  
Vol 78 (10) ◽  
pp. 533
Author(s):  
David Free
Keyword(s):  
Social Media ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Fake News ◽  
Information Literacy Instruction ◽  
Insight Into

Welcome to the November 2017 issue of C&RL News. The continued focus on the accuracy of information in both traditional and social media provides an important opportunity for academic and research librarians to provide information literacy instruction that is meaningful to students beyond their classroom assignments. In their article “Says who?” librarians from Aquinas College provide insight into a variety of classroom approaches to addressing “fake news” with undergraduate students.

scholarly journals Subramanyam Revisited: Creating a New Model for Information Literacy Instruction

2001 ◽  
Vol 62 (5) ◽  
pp. 455-464 ◽  
Author(s):  
Sheila R. Curl
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Literacy Curriculum ◽  
Technical Literature ◽  
New Model ◽  
Information Literacy Instruction ◽  
Technology Students ◽  
Circular Model ◽  
Engineering And Technology

Krishna Subramanyam arranged scientific and technical literature in a circular model in the 1970s. As a pedagogical construct, the circle conceptualizes the processes of producing and consuming information. Although more than twenty years old, the model is still valid. Can it be adapted to help undergraduate students of today’s information literacy curriculum understand the structure of the information they need to be able to use to succeed as students and as professionals? This paper presents the model, the revision, and its application to the information literacy curriculum for engineering and technology students.

Critical Pedagogy In Libraries: A Unified Approach

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Melissa M. Gustafson
Keyword(s):  
Critical Pedagogy ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Information Science ◽  
Academic Publishing ◽  
Unified Approach ◽  
Information Literacy Instruction ◽  
Scholarly Communications ◽  
Paolo Friere ◽  
Foundational Work

Critical pedagogy originated in the social sciences during the mid-twentieth century with the foundational work of Paolo Friere. More recently in information science, James Elmborg and others have framed critical pedagogy through the lens of information literacy instruction. As a whole the philosophy is one which considers economic, political, and societal systems which influence the entire information life cycle from creation to consumption. Central to the adoption was the incorporation of learners as equals with valid and highly individualized experiences in academic discourse. Beyond information literacy instruction, critical pedagogy has the potential to also benefit and define the librarian's outreach and support role for the scholarly communications process. Scholarly communications encompasses both traditional academic publishing models (peer reviewed journals, conference presentations, etc.) and nontraditional channels (social media, open access, etc.) and is concerned with the information lifecycle as it relates to teaching research and scholarly work. In consideration of scholarly communications processes, issues of critical pedagogy including external market forces, privilege of information, systems of access, and consumption all play a defining role. A move to a more unified approach of critical pedagogy in libraries would highlight crucial issues of information literacy and scholarly communications while simultaneously augmenting the library's role across campus. The evolution of critical pedagogy in libraries is briefly discussed. Current scholarly communications practices in academic libraries as seen through the literature and by examining U.S. library websites is also reviewed. The author makes suggestions for meaningful inclusion of critical pedagogy in libraries through a unified approach to scholarly communications and information literacy programs.

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