scholarly journals Both Online and In-Person Library Orientations Have Positive Effects on Graduate Students’ Information Literacy Skills

2016 ◽  
Vol 11 (2) ◽  
pp. 189 ◽  
Author(s):  
Lisa Shen
Keyword(s):  
Social Work ◽  
Graduate Students ◽  
Information Literacy ◽  
The United States ◽  
Literacy Skills ◽  
Positive Effects ◽  
Starting Point ◽  
Study Results ◽  
Hands On ◽  
Information Literacy Skills

Objective – To assess and compare the effectiveness of online and face-to-face library orientations. Design – Pretest/posttest. Setting – A public university in the United States of America. Subjects – Graduate students in a Master of Social Work program. Methods – At the beginning of the fall 2013 semester, students in 3 different sections of a social work research methods course were asked to complete a 17-question assessment to evaluate their information literacy skills and knowledge. Then, 1 section (Campus A) received a 50-minute in-class library orientation from a librarian, while the other 2 sections (Campus B and Off Campus) received orientation through asynchronous online video tutorials. Post library orientation, research labs were then held for all three class sections, during which students received some hands-on time working with a librarian. After the hands-on labs, students were invited to complete the posttest assessment, which consisted of the same 17 questions. Main Results – The researcher collected 59 pre-test and 27 posttest responses, although many respondents did not answer all the questions. Moreover, none of the posttest responses from the Off Campus students was deemed usable by the researcher. After attending the library orientation and lab sessions, students were more likely to choose the library or a librarian as their starting point for research (19% pretest, 40% posttest). Students’ ability to identify book or chapter title in a citation (48% pretest, 92% posttest), and determine whether common knowledge required citations (87% correct in pre-test, 100% posttest) also appeared to improve after the library sessions. In addition, students’ skills in assessing the scholarliness and credibility of an article by its abstract also improved. While there were some anecdotal variations between responses between Campus A and Campus B groups, no statistically significant differences were noted. Conclusion – The study results suggest that regardless of format, library orientations and hands on lab session had positive effects on graduate students’ information literacy skills and knowledge.

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

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.

scholarly journals Is There an Information Literacy Skills Gap to Be Bridged? An Examination of Faculty Perceptions and Activities Relating to Information Literacy in the United States and England

2010 ◽  
Vol 71 (3) ◽  
pp. 203-222 ◽  
Author(s):  
Jacqui Weetman DaCosta
Keyword(s):  
Higher Education ◽  
United States ◽  
Information Literacy ◽  
Faculty Perceptions ◽  
The United States ◽  
Literacy Skills ◽  
Skills Gap ◽  
Practical Reality ◽  
Information Literacy Skills ◽  
Information Skills

Surveys of faculty were conducted at two higher education institutions in England and the United States to ascertain their perceptions of information literacy. Faculty were also asked about the extent to which they incorporated information literacy skills into their courses. Similarities were found across the two institutions both in the importance that faculty attached to information skills and what they actually did to incorporate the skills within curricula. The results reflect an information literacy skills gap between what faculty (and librarians) want for their students and the practical reality. Librarians and faculty should work collaboratively together to bridge this gap.

scholarly journals Information literacy and embedded librarianship in an online graduate programme

2013 ◽  
Vol 7 (1) ◽  
pp. 3 ◽  
Author(s):  
Swapna Kumar ◽  
Mary E Edwards
Keyword(s):  
Graduate Students ◽  
Information Literacy ◽  
Literacy Skills ◽  
Online Students ◽  
Essential Information ◽  
Perceived Ability ◽  
Design And Implementation ◽  
Library Resources ◽  
Information Literacy Skills ◽  
Embedded Librarian

This paper reports on an embedded librarian project aimed at providing incoming online graduate students with essential information literacy skills to succeed in an online programme. It describes the design and implementation of the project, the results of pre- and post-instruction surveys of students’ information literacy skills and students’ perceived ability, confidence, and anxiety when accessing information using library resources. The assessment of the embedded librarian project is discussed in the context of the methods used and the needs of online students.

scholarly journals Using ACRL Standards to Assess the Information Literacy of Graduate Students in an Education Program

2010 ◽  
Vol 5 (4) ◽  
pp. 21 ◽  
Author(s):  
Amy Jo Catalano
Keyword(s):  
Graduate Students ◽  
Information Literacy ◽  
Literacy Skills ◽  
Library Services ◽  
Library Instruction ◽  
School Of Education ◽  
Education Students ◽  
Literacy Standards ◽  
Information Literacy Skills ◽  
Capstone Projects

Objective - This study investigates the information literacy of graduate education students, including those in doctoral cohorts. The Association for Research and College Libraries Information Literacy Standards were used a baseline for measurement. Methods - A survey was sent to all graduate students in the School of Education; it asked a combination of questions measuring students’ perceptions of their information literacy skills and testing their knowledge of information literacy. Results – A total of 172 surveys were returned. The results indicated that while there is a heavy reliance on internet sources, many students were able to determine which sources were reliable and which were not. After attending information instruction sessions, students were more familiar with library services and more inclined to use them. Conclusion - It was determined that a one credit course or multiple sessions of library instruction would better serve graduate students completing capstone projects.

scholarly journals Games in School Libraries

2021 ◽  
Author(s):  
Laura Kaspari Hohmann
Keyword(s):  
United States ◽  
Information Literacy ◽  
The United States ◽  
School Libraries ◽  
Literacy Skills ◽  
Information Literacy Skills

The presentation will discuss how schools in the United States are using games to teach information literacy skills to students. 

scholarly journals Charting Success: Using Practical Measures to Assess Information Literacy Skills in the First-Year Writing Course

2015 ◽  
Vol 10 (2) ◽  
pp. 45 ◽  
Author(s):  
Ann Elizabeth Donahue
Keyword(s):  
Program Evaluation ◽  
Information Literacy ◽  
The United States ◽  
Literacy Skills ◽  
Literacy Skill ◽  
First Year ◽  
First Year Students ◽  
Library Research ◽  
Information Literacy Skills ◽  
The Impact

Abstract Objective – The aim was to measure the impact of a peer-to-peer model on information literacy skill-building among first-year students at a small commuter college in the United States. The University of New Hampshire (UNH) is the state’s flagship public university and UNH Manchester is one of its seven colleges. This study contributed to a program evaluation of the Research Mentor Program at UNH Manchester whereby peer writing tutors are trained in basic library research skills to support first-year students throughout the research and writing process. Methods – The methodology employed a locally developed pre-test/post-test instrument with fixed-choice and open-ended questions to measure students’ knowledge of the library research process. Anonymized data was collected using an online survey with SurveyMonkey™ software. A rubric was developed to score the responses to open-ended questions. Results – The study indicated a positive progression toward increased learning for the three information literacy skills targeted: 1) using library resources correctly, 2) building effective search strategies, and 3) evaluating sources appropriately. Students scored higher in the fixed-choice questions than the open-ended ones, demonstrating their ability to more effectively identify the applicable information literacy skill than use the language of information literacy to describe their own research behavior. Conclusions – The assessment methodology used was an assortment of low-key, locally-developed instruments that provided timely data to measure students understanding of concepts taught and to apply those concepts correctly. Although the conclusions are not generalizable to other institutions, the findings were a valuable component of an ongoing program evaluation. Further assessment measuring student performance would strengthen the conclusions attained in this study.

Information Literacy Skills of Graduate Students: A Case of the Master’s of Information Studies Program in Kuwait

2020 ◽  
Vol 19 (02) ◽  
pp. 2050011
Author(s):  
Charlene L. Al-Qallaf
Keyword(s):  
Graduate Students ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Graduate Programs ◽  
Literacy Education ◽  
Literacy Skills ◽  
Information Studies ◽  
Post Test ◽  
Information Literacy Skills ◽  
Education Model

While information literacy in undergraduate programs has received considerable attention, few studies have explored graduate programs, with even fewer focusing specifically on library and information studies (LIS) programs. Accordingly, this study aims to assess the information literacy skills and knowledge of incoming students in an information studies graduate program at Kuwait University. By assessing students before and after they receive information literacy instruction, the study also aims to map a plan for developing graduate-level information literacy education. The study’s rationale is to provide empirical evidence of graduate students’ information literacy and research capabilities on commencing their studies, which are expected to be low, thereby encouraging educators and policymakers to engage in meaningful, informed discourse on investing in information literacy education. To collect data, the author administered a pre-test at the beginning of the semester, followed by a post-test at the end of the semester after students had attended a series of information literacy sessions. In addition, a faculty focus group was conducted to gain insight into their perceptions of students’ skills and their views and beliefs on information literacy education. Students’ overall mean score increased by almost 18% in the post-test. They performed better on questions related to knowledge of databases, search strategies, accessing sources, and some legal and ethical issues surrounding the information ecosystem. They also showed moderate improvement in critically evaluating information. However, they continued to perform poorly in defining an information need and understanding the nature and scope of the information paradigm. The findings informed the development of an information literacy education model. The study’s research design provides a format for other institutions interested in identifying students’ information and research needs with the aim of integrating information literacy instruction into graduate programs. The information literacy education model is dynamic and can be adapted to different learning environments.

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