scholarly journals Information Literacy course, Evaluation and Impact

2021 ◽  
Vol 17 (2) ◽  
pp. 52-59
Author(s):  
Angela Repanovici ◽  
Ionela Maria Barsan ◽  
Eleonora Dinu
Keyword(s):  
Information Literacy ◽  
Student Perception ◽  
Course Evaluation ◽  
Academic Community ◽  
Information Requirements ◽  
Literacy Course

The Information literacy must be an innovative discipline, adapt to technology and the information requirements of the academic community. Introducing new chapters and then assessing their impact on students and their informational behavior is the best way to improve the content and way of teaching the course. The authors present a model for investigating the student perception from Transilvania University in Brasov. The paper was presented at the Romanian Librarians Association Conference in September 2021.

scholarly journals Information Literacy Course Yields Mixed Effects on Undergraduate Acceptance of the University Library Portal

2016 ◽  
Vol 11 (2) ◽  
pp. 192
Author(s):  
Heather Coates
Keyword(s):  
Information Literacy ◽  
Student Perception ◽  
Longitudinal Survey ◽  
Ease Of Use ◽  
Short Term ◽  
Literacy Course ◽  
Academic Year ◽  
Over Time

Objective – To determine the effects over time of a 3-credit semester-long undergraduate information literacy course on student perception and use of the library web portal. Design – Mixed methods, including a longitudinal survey and in-person interviews. Setting – Information literacy course at a comprehensive public research institution in the northeastern United States of America. Subjects – Undergraduates at all levels enrolled in a 3-credit general elective information literacy course titled “The Internet and Information Access.” Methods – A longitudinal survey was conducted by administering a questionnaire to students at three different points in time: prior to instruction, near the end of the course (after receiving instruction on the library portal), and three months after the course ended, during the academic year 2011-2012. The survey was created by borrowing questions from several existing instruments. It was tested and refined through pre-pilot and pilot studies conducted in the 2010-2011 academic year, for which results are reported. Participation was voluntary, though students were incentivized to participate through extra credit for completing the pre- and post-instruction questionnaire, and a monetary reward for completing the follow-up questionnaire. Interviews were conducted with a subset of 14 participants at a fourth point in time. Main Results – 239 of the 376 (63.6%) students enrolled in the course completed the pre- and post-instruction questionnaire. Fewer than half of those participants (111 or 30% of students enrolled) completed the follow-up questionnaire. Participants were primarily sophomores and juniors (32% each), with approximately one-quarter (26%) freshman, and only 10% seniors. Student majors were concentrated in the social sciences (62%), with fewer students from science and technology (13%), business (13%), and the humanities (9%). The 14 participants interviewed were drawn from both high- and low-use students. Overall, the course had a positive effect on students’ perception of usefulness (PU) and ease of use (PEOU), as well as usage of the library portal. This included significant positive changes in perceived ease of use and information quality in the short-term (from pre-instruction to post-instruction). The results were mixed for perceived usefulness and system quality. Though there was mixed long-term impact on usage, the course does not appear to have had a long-term effect on PU and PEOU. The interview participants were asked questions to explore why and how they used the library portal, and revealed that both high- and low-use students used the library portal for similar reasons: to find information for research papers or projects, to search the library catalogue for books, and in response to a mandate or encouragement from instructors. Conclusion – The study supports the theory that an information literacy course could change student perception and use of the library portal in the short-term. Replicating this design in other settings could provide a systematic approach for assessing whether information literacy courses address learning outcomes over time. A longitudinal approach could be useful for comparing proficiency and information behaviors of those who take information literacy courses with those who do not.

scholarly journals Development of an E-mail Application Seemit and its Utilization in an Information Literacy Course

2006 ◽  
Vol 126 (7) ◽  
pp. 623-628
Author(s):  
Toshihiro Kita ◽  
Makoto Miyazaki ◽  
Hiroshi Nakano ◽  
Kenichi Sugitani ◽  
Hidenori Akiyama
Keyword(s):  
Information Literacy ◽  
Literacy Course ◽  
E Mail

Evaluation of an Information Literacy Course: Insights and Perspectives

Libri ◽  
2012 ◽  
Vol 62 (4) ◽  
Author(s):  
Suha Al Awadhi ◽  
Sajjad Ur Rehman
Keyword(s):  
Information Literacy ◽  
Literacy Course

Chat reference: evaluating customer service and IL instruction

2019 ◽  
Vol 47 (2) ◽  
pp. 134-150 ◽  
Author(s):  
Julie Hunter ◽  
Samantha Kannegiser ◽  
Jessica Kiebler ◽  
Dina Meky
Keyword(s):  
Best Practices ◽  
Customer Service ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Academic Community ◽  
Literacy Skills ◽  
Content Type ◽  
Information Literacy Instruction ◽  
Chat Reference ◽  
Industry Standards

Purpose Reflecting on the new ACRL Framework, a deficiency was observed in literature on the assessment of information literacy instruction in chat reference. An evaluation of recent chat transactions was undertaken and the purpose of the study was twofold. The purpose of this study is to discover if and how librarians were teaching information literacy skills in chat reference transactions and identify best practices to develop training and resources. Design/methodology/approach To start, a literature review was performed to identify current industry standards. A rubric, influenced by the ACRL Framework, was developed to evaluate chat transactions from one semester. Results from the assessment were compiled and interpreted to determine current practices. Findings This study identified the necessity of balancing customer service and instruction to manage student expectations and encourage successful chats. Best practices and strategies that librarians can use to provide a well-rounded service were culled for the development of training and resources. Originality/value Reference assumes a large portion of the services that academic librarians provide to students. As technology advances, librarians are relying on virtual platforms, including chat reference, as convenient and useful tools to provide reference services to the academic community. While face-to-face reference encourages information literacy instruction, it is challenging to perform the same instruction in a virtual setting where expectations are based on retail models. With the growing use of virtual services, evaluating the success of chat reference based on industry standards is imperative.

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