scholarly journals Effective Tagging Practices for Online Learning Environments: An Exploratory Study of Tag Approach and Accuracy

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Vanessa P. Dennen ◽  
Lauren M. Bagdy ◽  
Michelle L. Cates
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Exploratory Study ◽  
Literacy Skills ◽  
Combined Approach ◽  
Social Bookmarking ◽  
Online Learning Environments ◽  
Information Literacy Skills ◽  
Single Use ◽  
Student Information

This exploratory study examines student tagging activity within a five-week social bookmarking unit. Students in six sections of a course were tasked with locating, tagging, and then highlighting and discussing course-related materials using Diigo, a social bookmarking tool. Three different tagging approaches were tested: dictionary only, freestyle only, and dictionary + freestyle. Analysis focused on accuracy and rates of student tagging, popularity of different tag types  Findings show that most students were able to tag with high rates of accuracy after a single brief lesson. The dictionary-only approach led to fewer tags overall as well as fewer single-use tags than freestyle tagging. It also resulted in students applying useful classes of tags, such as type of content, that did not emerge within the freestyle tag groups’ folksonomies. However, freestyle tagging was not without its merits, and provided opportunities for students to include tags that reflect relevant interests and more specific topics that were not addressed in the tag dictionary. The combined approach, if carefully taught and applied, appears to have the greatest potential for supporting student information literacy skills. 

scholarly journals Collaboration between Librarians and Teaching Faculty to Teach Information Literacy at One Ontario University: Experiences and Outcomes

2021 ◽  
Author(s):  
Maureen J. Reed ◽  
Don Kinder ◽  
Cecile Farnum
Keyword(s):  
Information Literacy ◽  
Student Development ◽  
General Information ◽  
Literacy Skills ◽  
Individual Student ◽  
Unique Contribution ◽  
Literacy Knowledge ◽  
Information Literacy Skills ◽  
Teaching Faculty ◽  
Student Information

Purpose: In this study, we sought to describe information literacy success outcomes for students who participated in a university course where university librarians and teaching faculty collaborated in all aspects of the course including; curricular development, assignment development, in-class teaching, office hours for individual student development, and assessment activities. The authors wanted to examine student success in attaining information literacy skills following this one semester course. Further, the authors wanted to determine what difficulties in achieving expected information literacy levels persist even after intensive collaborative instruction. Finally, the authors wished to describe the challenges of these collaborations. Methodology: The focus of this study was to determine changes in first-year university students’ information literacy knowledge and skill following a thirteen week university preparation course that was developed through strong collaboration between university librarians and teaching faculty. Students entering their first semester of university were tested on their information literacy skills without feedback. They then took part in the required course and were post tested in the last week of the semester. Findings: Student showed strong increases in information literacy from this collaborative approach. In addition, teaching faculty and librarians felt positive about the collaborative experience. However, some students showed misunderstandings about information literacy that requires further research. Originality and Practical Implications: Our unique contribution here is our description, experiences and detailed outcomes with a collaborative process to teach information literacy. Based on our experiences here, we believe that collaboration will work best if it is planned at a curricular level, if the librarians are truly integrated into the classroom, if the librarians provide input on assignments and help with student feedback, and if targeted information literacy knowledge is tested. This planning takes time, but the librarians offer unique contributions and insight into issues surrounding information literacy that may not be obvious to faculty instructors. In our study, we also found that students confuse assignment requirements with general information literacy standards and those teaching information literacy need to be aware of these confusions. Finally, integration of librarians into college/university courses has benefits in terms of increases in student information literacy and increases in librarian knowledge of faculty expectations.

Impact of an Embedded Librarian Model on Student Information Literacy Skills

2018 ◽  
Vol 72 (4_Supplement_1) ◽  
pp. 7211510207p1
Author(s):  
Elaina DaLomba ◽  
Kaitlin Sauder ◽  
Melanie Watson ◽  
Kyle Soldevilla ◽  
Samantha O’Neill
Keyword(s):  
Information Literacy ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Embedded Librarian ◽  
Student Information

Attitudes Toward Technology Predict Teacher Candidates' Use of E-Resources

2021 ◽  
pp. 45-61
Author(s):  
Yukiko Inoue-Smith
Keyword(s):  
Information Technology ◽  
Teacher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Teacher Candidates ◽  
Literacy Skills ◽  
Teacher Education Programs ◽  
Online Learning Environments ◽  
Positive Attitudes ◽  
Information Literacy Skills

Facility and ease in using computer technology increase the value that students attach to online learning environments. The current study provides an analysis of teacher candidates' attitudes toward information technology as they predict receptivity to electronic resources (known as e-resources). This questionnaire-based study recruited a representative sample of teacher candidates (N = 101) at an American Pacific Island university as participants. Questions addressed the relationship between teacher candidates' levels of comfort with technology and the Internet, and their preferences for e-resources. Information literacy skills strongly predicted successful use of resource-based approaches to teacher education, which, in turn, predicted positive attitudes toward online learning environments. The results may guide teacher education programs, as they seek to optimize pre-service teachers' receptivity to course-appropriate resources. Working with future teachers affords an opportunity to promote their use of information technology, and their view of learning as a lifelong enterprise.

Assessing Change In High School Student Information Literacy Using The Tool For Real-Time Assessment Of Information Literacy Skills

2012 ◽  
Vol 5 (3) ◽  
pp. 153 ◽  
Author(s):  
Cindy L. Kovalik ◽  
Susan D. Yutzey ◽  
Laura M. Piazza
Keyword(s):  
High School ◽  
High School Students ◽  
Real Time ◽  
Information Literacy ◽  
High School Student ◽  
Assessment Tool ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Student Information ◽  
Time Assessment

Change in high school student information literacy (IL) knowledge and skills, from freshman year to senior year in high school was the focus of this quasi-experimental research project. Researchers used a free information literacy skills assessment tool entitled TRAILS (Tool for Real-time Assessment of Information Literacy Skills) to measure student IL skills. A total of 201 high school students participated in the study. Paired samples t-test results were mixed for specific TRAILS sub-categories, however, the senior mean for the total TRAILS assessment was significantly higher than the mean the participants earned on the total TRAILS assessment when they were freshman. Cohens d effect size was 0.61. The significance of the information literacy curriculum is discussed in light of these findings.

scholarly journals Collaboration between Librarians and Teaching Faculty to Teach Information Literacy at One Ontario University: Experiences and Outcomes

2021 ◽  
Author(s):  
Maureen J. Reed ◽  
Don Kinder ◽  
Cecile Farnum
Keyword(s):  
Information Literacy ◽  
Student Development ◽  
General Information ◽  
Literacy Skills ◽  
Individual Student ◽  
Unique Contribution ◽  
Literacy Knowledge ◽  
Information Literacy Skills ◽  
Teaching Faculty ◽  
Student Information

Purpose: In this study, we sought to describe information literacy success outcomes for students who participated in a university course where university librarians and teaching faculty collaborated in all aspects of the course including; curricular development, assignment development, in-class teaching, office hours for individual student development, and assessment activities. The authors wanted to examine student success in attaining information literacy skills following this one semester course. Further, the authors wanted to determine what difficulties in achieving expected information literacy levels persist even after intensive collaborative instruction. Finally, the authors wished to describe the challenges of these collaborations. Methodology: The focus of this study was to determine changes in first-year university students’ information literacy knowledge and skill following a thirteen week university preparation course that was developed through strong collaboration between university librarians and teaching faculty. Students entering their first semester of university were tested on their information literacy skills without feedback. They then took part in the required course and were post tested in the last week of the semester. Findings: Student showed strong increases in information literacy from this collaborative approach. In addition, teaching faculty and librarians felt positive about the collaborative experience. However, some students showed misunderstandings about information literacy that requires further research. Originality and Practical Implications: Our unique contribution here is our description, experiences and detailed outcomes with a collaborative process to teach information literacy. Based on our experiences here, we believe that collaboration will work best if it is planned at a curricular level, if the librarians are truly integrated into the classroom, if the librarians provide input on assignments and help with student feedback, and if targeted information literacy knowledge is tested. This planning takes time, but the librarians offer unique contributions and insight into issues surrounding information literacy that may not be obvious to faculty instructors. In our study, we also found that students confuse assignment requirements with general information literacy standards and those teaching information literacy need to be aware of these confusions. Finally, integration of librarians into college/university courses has benefits in terms of increases in student information literacy and increases in librarian knowledge of faculty expectations.

scholarly journals Gender and Information Literacy: Evaluation of Gender Differences in a Student Survey of Information Sources

2017 ◽  
Vol 78 (1) ◽  
Author(s):  
Arthur Taylor ◽  
Heather A. Dalal
Keyword(s):  
Gender Differences ◽  
Information Literacy ◽  
Information Quality ◽  
Information Sources ◽  
Literacy Skills ◽  
Student Survey ◽  
Internet Information ◽  
Information Literacy Skills ◽  
Student Information ◽  
Survey Responses

Information literacy studies have shown that college students use a variety of information sources to perform research and commonly choose Internet sources over traditional library sources. Studies have also shown that students do not appear to understand the information quality issues concerning Internet information sources and may lack the information literacy skills to make good choices concerning the use of these sources. No studies currently provide clear guidance on how gender might influence the information literacy skills of students. Such guidance could help improve information literacy instruction.This study used a survey of college-aged students to evaluate a subset of student information literacy skills in relation to Internet information sources. Analysis of the data collected provided strong indications of gender differences in information literacy skills. Female respondents appeared to be more discerning than males in evaluating Internet sources. Males appeared to be more confident in the credibility and accuracy of the results returned by search engines. Evaluation of other survey responses strengthened our finding of gender differentiation in information literacy skills.

scholarly journals A Case Study Using ProQuest RefWorks: An entry point for addressing information literacy.

2019 ◽  
Vol 19 (4) ◽  
Author(s):  
Katrina Roseler ◽  
Elizabeth Park ◽  
Valerie Coleman ◽  
Brooke Carlson ◽  
Claire E. Kendal-Wright
Keyword(s):  
Information Literacy ◽  
Word Processing ◽  
Research Team ◽  
Interdisciplinary Team ◽  
Literacy Skills ◽  
Faculty Members ◽  
Google Docs ◽  
Information Literacy Skills ◽  
Student Information

An interdisciplinary team of university faculty members collaborated to develop an intervention to address a deficiency in student information literacy skills. The team developed video modules that instruct users how to create, use and maintain a ProQuest RefWorks account; a citation management software (CMS) tool that is compatible with Google Docs word processing. The research team collected YouTube and ProQuest RefWorks analytics as well as pre/post survey data from university students who participated in a pilot using the video modules. Results indicate that the modules impacted student information literacy skills; specifically, in-text citation and referencing. Based on the results, we also describe next steps for this research.

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