scholarly journals Memupuk Jiwa Pustakawan Sejak Dini: Refleksi Implementasi Literasi Informasi dalam Menciptakan Masyarakat Terinformasi

2021 ◽  
Vol 1 (2) ◽  
pp. 67-74
Author(s):  
Umar Falahul Alam
Keyword(s):  
Information Literacy ◽  
Code Of Ethics ◽  
Relevant Literature ◽  
Literacy Skills ◽  
Literacy Program ◽  
Research Writing ◽  
Library Research ◽  
Information Literacy Skills ◽  
Qualitative Descriptive ◽  
Informed Society

Introduction. Information literacy for all of the community is a condition that is predicted by the Indonesian government to be realized immediately. This achievement will create an informed society. This situation can be realized if the librarian's soul becomes the soul of the community. Therefore, two things that must be prepared are first, increasing interest in reading in the community, and second, carrying out an information literacy program.Methodology. This paper is library research. Writing analysis uses a qualitative descriptive method by capturing the fact. This study uses relevant literature to relate the research theme in formulating the problems that occur and in making final conclusions.Discussion. Librarians who are referred to as "guardians of knowledge", have an enlightening spirit compared to other professions. There are two guidelines that can make this enlightening soul, the first is code of ethics, and the second is the activities of the librarian's functional position. These two guidelines provide direction for librarians in carrying out sustainable activities to improve information literacy skills for the community. Many programs have been implemented to develop this information literacy program, by various librarians, but today, informed society has not created the programs yet.Conclusion. So far, this information literacy program has not realized the informed society. Information literacy programs that have been developed must not stop and must be implemented. An informed society will be formed if all levels of society reflect the librarian's spirit in life.

scholarly journals What Five Minutes in the Classroom Can Do to Uncover the Basic Information Literacy Skills of Your College Students: A Multiyear Assessment Study

2013 ◽  
Vol 8 (3) ◽  
pp. 34 ◽  
Author(s):  
Ma Lei Hsieh ◽  
Patricia H. Dawson ◽  
Michael T. Carlin
Keyword(s):  
Information Literacy ◽  
Information Access ◽  
Literacy Skills ◽  
Honors Students ◽  
Basic Information ◽  
Research Writing ◽  
Start Time ◽  
Information Literacy Skills ◽  
Improve Instruction ◽  
The Impact

Objective – Librarians at Rider University attempted to discern the basic information literacy (IL) skills of students over a two year period (2009-2011). This study aims to explore the impact of one-session information literacy instruction on student acquisition of the information literacy skills of identifying information and accessing information using a pretest/posttest design at a single institution. The research questions include: Do different student populations (in different class years, Honors students, etc.) possess different levels of IL? Does the frequency of prior IL Instruction (ILI) make a difference? Do students improve their IL skills after the ILI? Methods – The librarians at Rider University developed the test instruments over two years and administered them to students attending the ILI sessions each semester. The test was given to students as they entered the classroom before the official start-time of the class, and the test was stopped five minutes into the class. A pretest with five questions was developed from the 1st ACRL IL Standards. A few demographic questions were added. This pretest was used in fall 2009. In spring 2010, a second pretest was developed with five questions on the 2nd ACRL IL Standards. Students of all class years who attended ILI sessions took the pretests. In 2010-2011, the pretest combining the 10 questions used in the previous year was administered to classes taking the required CMP-125 Research Writing and the BHP-150 Honors Seminar courses. An identical posttest was given to those classes that returned for a follow-up session. Only the scores from students taking both pretests and posttests were used to compare learning outcomes. Results – Participants’ basic levels of IL skills were relatively low. Their skills in identifying needed resources (ACRL IL Standards 1) were higher than those related to information access (ACRL IL Standards 2). Freshmen in the Honors Seminar outperformed all other Rider students. No differences were found in different class years or with varying frequencies of prior IL training. In 2010-2011, students improved significantly in a few IL concepts after the ILI, but overall gains were limited. Limitations – Many limitations are present in this study, including the challenge of developing ideal test questions and that the pretest was administered to a wide variety of classes. Also not all the IL concepts in the test were adequately addressed in these sessions. These factors would have affected the results. Conclusions – The results defy a common assumption that students’ levels of IL proficiency correlate with their class years and the frequency of prior ILI in college. These findings fill a gap in the literature by supporting the anecdote that students do not retain or transfer their IL skills in the long term. The results raise an important question as to what can be done to help students more effectively learn and retain IL in college. The authors offer strategies to improve instruction and assessment, including experimenting with different pedagogies and creating different posttests for spring 2012.

scholarly journals Assessing Information Literacy among Undergraduates: A Discussion of the Literature and the University of California-Berkeley Assessment Experience

2001 ◽  
Vol 62 (1) ◽  
pp. 71-85 ◽  
Author(s):  
Patricia Davitt Maughan
Keyword(s):  
Information Literacy ◽  
Literacy Skills ◽  
National Standards ◽  
University Of California ◽  
Academic Departments ◽  
Research Libraries ◽  
Library Research ◽  
Information Literacy Skills ◽  
The University ◽  
Fundamental Conclusion

Although national standards for information literacy have been developed and approved by the Association of College and Research Libraries, little is known about the extent to which undergraduates meet these or earlier sets of standards. Since 1994, the Teaching Library at the University of California-Berkeley has conducted an ongoing Survey of Information Literacy Competencies in selected academic departments to measure the “lower-order” information literacy skills of graduating seniors. The most fundamental conclusion that can be drawn from this survey is that students think they know more about accessing information and conducting library research than they are able to demonstrate when put to the test. The University of California-Berkeley library experience is consistent with earlier study findings that students continue to be confused by the elementary conventions for organizing and accessing information.

scholarly journals The Media and Information Literacy Program of the Ateneo de Manila Grade School

2016 ◽  
Author(s):  
Maria Victoria E. Dela Cruz
Keyword(s):  
Information Literacy ◽  
Test Scores ◽  
Literacy Skills ◽  
Literacy Program ◽  
Grade School ◽  
Media Center ◽  
Post Test ◽  
Information Literacy Skills ◽  
The Media ◽  
The Difference

The study was conducted to measure the effectiveness of the Media Instruction Program (MIP) of the Ateneo de Manila Grade School through the MIP Modules taught to selected Grade Five students enrolled for SY 2015-2016. Students were given a pre-test at the beginning of SY 2015-2016 to measure their information literacy skills. After attending MIP sessions at the Katigbak Educational Media Center (KEMC), they were given post-test to measure the difference in their pre-test and post-test scores. There was an observed increase and significant improvement in the test scores of Grade Five students after they have been exposed to Media Instruction Program.

scholarly journals Re-visioning library support for undergraduate educational programmes in an academic health sciences library

2019 ◽  
Vol 13 (2) ◽  
pp. 136
Author(s):  
Denise Smith
Keyword(s):  
Information Literacy ◽  
Information Science ◽  
Relevant Literature ◽  
Health Sciences ◽  
Literacy Skills ◽  
Academic Health ◽  
Ovid Medline ◽  
Information Literacy Skills ◽  
Comprehensive Search ◽  
New Education

McMaster University’s Health Sciences Library (HSL) began to transition to a new liaison service model in early 2018. One of its librarians sought to understand how an academic health sciences library can optimise its support for academic undergraduate programmes. This scoping review of the literature was pursued with the aim to submit an informed recommendation to HSL’s new Education and Lifelong Learning team, so the library could shift its approach to information literacy instruction in a manner that would optimise its outcomes for students and improve relationships with faculty staff. The author searched seven databases: Library, Information Science & Technology Abstracts (LISTA), ProQuest ERIC, OVID Embase, EBSCO CINAHL, OVID Medline, Web of Science and PapersFirst. She developed a robust and comprehensive search strategy that used a combination of subject headings and keywords to describe information literacy, metaliteracy, libraries and health sciences education. The author also hand-searched bibliographies of seminal publications to broaden her search for relevant literature. The findings in this review indicate that metaliteracy as a concept has not been intentionally implemented into information literacy training at academic health sciences libraries. The review finds that it is preferable to integrate information literacy skills directly into course or programme curricula and align those skills with the evidence-based practice skills undergraduates are already learning. Further, establishing a programme that builds on these skills gradually throughout the duration of the academic programme, rather than one-shot library instruction, is also preferred. To achieve success, libraries must build strong collaborative relationships with faculty staff. The author provides recommendations for practice that reflect the findings of this review. Other academic health libraries may benefit from this review by taking into consideration its findings and subsequent recommendations.

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.

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.

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