Does Information Literacy Lead to Transferable Information Problem Solving Skills on the Job? Based upon a Presentation at the National University 2013 Academic Assembly: Re-Imagine Your Library Assignments

2014 ◽  
Author(s):  
Steven Fleisher
Keyword(s):  
Problem Solving ◽  
Information Literacy ◽  
Problem Solving Skills ◽  
National University ◽  
Information Problem Solving ◽  
Information Problem

Assessment of higher education students’ information problem-solving skills in educational sciences

2020 ◽  
pp. 026666692097618
Author(s):  
Consuelo Garcia ◽  
Esther Argelagós ◽  
Jesús Privado
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Ecological Validity ◽  
Research Question ◽  
Theoretical Models ◽  
Problem Solving Skills ◽  
Procedural Information ◽  
Information Problem Solving ◽  
Information Problem ◽  
Educational Sciences

Many of the current tests that evaluate information problem-solving skills suffer from ecological validity weakness and from library-bias. The Procedural Information Problem-Solving Knowledge Evaluation in Education test (PIKE-E) aims to assess information problem-solving skills of college students in relation to an academic literature review task in educational sciences. It entails a confirmatory analysis of the PIKE-P test in which it is based. The PIKE-E was completed by 700 students from three different Spanish-speaking countries. In our research, we do not assume that information problem solving skills at the international and cultural level are equal, but Internet access is practically the same in higher education. Results show the existence of five first-order factors, Defining the research question, Search strategies planning, Searching and locating sources, Selecting and processing information and Organizing and presenting information, and a general single second-order factor, Information problem-solving, which coincide with contemporary theoretical models on information literacy. The PIKE-E can be used to tackle in which specific areas concerning information skills development, students entering education degrees need to improve to succeed in their studies.

scholarly journals Revealing Thinking: Teachers Working Together on Information Literacy

2021 ◽  
pp. 133-144
Author(s):  
Penny Moore
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Information Literacy ◽  
Teaching Staff ◽  
Information Problem Solving ◽  
Working Together ◽  
Information Problem ◽  
Primary Focus ◽  
Problem Solvers ◽  
Research Initiatives

Collaboration between library and teaching staff on single projects often goes well, but does not always lead to sustained collaboration or independent teaching in support of information literacy. Where teachers' understanding of information problem solving processes is under-- developed and library media support is not available, multiple approaches to professional development are essential if teachers and children are to be empowered as information problem solvers. This paper presents and discusses two research initiatives in elementary schools in terms of factors influencing the path of professional development and sustained attention to information literacy. One has information problem solving as the primary focus whereas the second centres on teachers as learners and information problem solvers in their own right.

scholarly journals Effects of a modelling example for teaching information problem solving skills

2018 ◽  
Vol 34 (6) ◽  
pp. 688-700 ◽  
Author(s):  
J. Frerejean ◽  
J.L.H. van Strien ◽  
P.A. Kirschner ◽  
S. Brand-Gruwel
Keyword(s):  
Problem Solving ◽  
Problem Solving Skills ◽  
Information Problem Solving ◽  
Information Problem ◽  
Teaching Information

scholarly journals Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study

2016 ◽  
Vol 5 (4) ◽  
pp. 1 ◽  
Author(s):  
Esther Argelagós ◽  
Manoli Pifarré
Keyword(s):  
Problem Solving ◽  
Secondary Students ◽  
Digital Information ◽  
Problem Solving Skills ◽  
Instructional Process ◽  
Key Skills ◽  
Information Problem Solving ◽  
Information Problem ◽  
Search For Information

<p>Internet has become one of the most important information sources for students’ personal and academic life. In addition, the World Wide Web is receiving increased attention in education because of its potential to support new forms of learning. However, using the information from the net for learning requires the development of a set of abilities such as searching and tackling information from the Internet to find solutions of a problem—this set of abilities is called Information-Problem Solving (IPS) skills. The main objectives of this study are the following three: first, to provide a detailed description about how secondary students solve an IPS task; second, to identify key IPS skills, sub-skills, and regulation activities that have more incidence upon students’ success to solve a problem using digital information on the Web; and third, to use this information to draw educative guidelines to design web-based instructional process and foster IPS in secondary classrooms. In-depth analyses of quantitative and qualitative data of a multi-case study allowed us to identify distinctive patterns and sequences of IPS skills used by students to solve a task. Furthermore, IPS skills (defining the problem and search for information), sub-skills (specifying search terms and selecting results from a SERP), and regulation activities (orientation on the task, monitoring, and testing) were identified as key skills which have more incidence in students to solve successfully IPS tasks to learn curricular contents at school.</p>

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