scholarly journals Working in partnership to embed Information & Digital Literacy Skills into TeenTech events and Awards to empower pupils, teachers and librarians

2016 ◽  
Author(s):  
Rebecca Jones
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Literacy Skills ◽  
School Librarians ◽  
Award Winning ◽  
Career Opportunities ◽  
New Information ◽  
Engineering And Technology ◽  
The Uk

This paper discusses the partnership that Cilip’s Information Literacy Group (ILG) in the UK has been developing over the last 18 months with TeenTech, an award winning, industry led initiative that focuses on helping teenagers understand the career opportunities available within Science, Education and Technology. It focuses on the role of the ILG’s School Representative as co-ordinator of a team of school librarians and university specialists who were tasked with; supporting the group’s new Information Literacy Award creating resources and opportunities to encourage teacher and pupil use of libraries, and with supporting pupil development of information and digital literacy skills within the area of science, engineering and technology across all of the award categories.

scholarly journals The Student’s Voice on Information Literacy Skills: Using the 2017 AASL Standards Framework for Learners

2018 ◽  
Author(s):  
Kasey L. Garrison ◽  
Lee FitzGerald ◽  
Alinda Sheerman
Keyword(s):  
Information Literacy ◽  
Information Seeking ◽  
American Association ◽  
Literacy Skills ◽  
Structured Learning ◽  
Guided Inquiry ◽  
School Librarians ◽  
Learning Tasks ◽  
Information Literacy Skills

The 2017 Standards Framework for Learners designed by the American Association of School Librarians offers educators a support guide for creating, implementing and assessing meaningful, structured learning tasks focused on important information literacy skills for students. In this study, we use the Curate element of the AASL Standards Framework for Learners as a lens to analyse students’ voices and experiences while engaged in a Guided Inquiry unit, focusing particularly on their information seeking and use. Findings indicate students have sophisticated understandings of their own information literacy skills, how they engage with information, and the skills needed to be efficient curators of information, but they feel challenged and unconfident about their own skills in completing research tasks. These findings support the role of the school librarian in scaffolding young researchers through this process.

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.

Examining digital information literacy as a determinant of women's online shopping behavior

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Munazza Mahmood ◽  
Syeda Hina Batool ◽  
Muhammad Rafiq ◽  
Muhammad Safdar
Keyword(s):  
Information Literacy ◽  
Online Shopping ◽  
Literacy Skills ◽  
Shopping Behavior ◽  
Digital Information ◽  
Content Type ◽  
Information Literacy Skills ◽  
Information Professionals ◽  
Online Shopping Behavior

PurposeThe present study aims to examine the current digital information literacy (DIL) skills of female online shoppers in Lahore city of Pakistan. Data were gathered from a purposive sampling of women, aged between 20–50 years who were buying products online, not from the traditional retail stores. Out of 309 received questionnaires, 269 responses were useable and were utilized for data analysis. Descriptive and inferential statistics were used to deduce inferences.Design/methodology/approachQuantitative research approach was employed for this study, and a survey was conducted to collect the data from the study's respondents. For data analysis, descriptive and inferential statistics were used.FindingsResults revealed that the digital information literacy skills of women were good to a moderate level. However, they were not confident in applying advanced searching options. In accordance with what was hypothesized in a directional hypothesis, DIL was found to be a strong predictor of online shopping behavior of women, consequently highlighting the importance of such competencies in modern life. Other findings illustrate that participating women rarely engaged in online shopping and felt hesitation in using credit/debit card for online transactions.Research limitations/implicationsThese observations highlight the important role of information professionals in creating digital literacy among different population groups, specifically women, by planning digital information instruction through courses, workshops and trainings. This could eventually be possible with the dynamic role of librarians or information professionals in the society.Originality/valueThe present study adopts the unique approach of measuring online shopping behavior of female shoppers in connection with their digital information literacy skills.

scholarly journals The role of libraries in teaching doctoral students to become information-literate researchers

2019 ◽  
Vol 120 (3/4) ◽  
pp. 158-172 ◽  
Author(s):  
Sharon Ince ◽  
Christopher Hoadley ◽  
Paul A. Kirschner
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Information Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Empirical Studies ◽  
Literacy Skills ◽  
Content Type ◽  
Skill Sets ◽  
Types Of Information

PurposeThis paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.Design/methodology/approachA review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.FindingsThe findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.Practical implicationsThis paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.Originality/valueThis paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

scholarly journals The important role of information literacy and learning in the development of lifelong learners: How well prepared are our teachers and students?

2021 ◽  
Author(s):  
Elizabeth Probert
Keyword(s):  
Information Literacy ◽  
Literacy Skills ◽  
Pedagogical Practice ◽  
School Students ◽  
Lifelong Learners ◽  
Teacher Understanding ◽  
Lack Of Information ◽  
Teachers And Students ◽  
Information Literacy Skills

There have recently been increasing numbers of published articles lamenting school students’ lack of information literacy skills. All strongly state the urgent need for improvement. The problem may arise from classroom teachers’ lack of knowledge of information literacy skills and their related pedagogical practice but there is little research. This presentation reports on a project, involving a cluster of New Zealand schools, which investigated both teacher’s and students’ understanding of information literacy and classroom practices. The results have established the need for better teacher understanding and practice. One solution will be to trial appropriate professional development.

scholarly journals Invited guest or wedding crasher?

2021 ◽  
Author(s):  
Nancy Everhart
Keyword(s):  
Information Literacy ◽  
Professional Practice ◽  
Common Core ◽  
Literacy Skills ◽  
School Librarian ◽  
Digital Information ◽  
School Librarians ◽  
National School ◽  
Information Literacy Skills ◽  
The Common

Nationwide education initiatives are underway in various parts of the world, including a push for national curricula in the U.S. and Australia. In Australia, school librarians have been invited guests to provide input into the integration of digital/information literacy across curriculum areas. Conversely, U.S., school librarians crashed the wedding by actively responding to the Common Core Standards initiative by highlighting areas where information literacy skills, dispositions, responsibilities and assessments are integrated – even though they weren’t asked. Other examples of successful and not so successful national school librarian involvement to infuse 21st century skills and implications for professional practice are discussed.

Software Literacy

2018 ◽  
pp. 7539-7548
Author(s):  
Elaine Khoo ◽  
Craig Hight
Keyword(s):  
Knowledge Representation ◽  
Conceptual Model ◽  
Information Literacy ◽  
Digital Literacy ◽  
Field Of Study ◽  
Cultural Assumptions ◽  
Software Packages

Software is not neutral. It comes with social and cultural assumptions that afford particular actions while constraining others. The notion of software literacy is emerging as one way to conceptualise the repertoires of skills and understandings needed for people to be critical and creative users of software packages and systems in a software saturated culture. This conceptual model is a response to current digital literacy frameworks which do not identify the implications of the choice of software on what can be achieved. Studies on information literacy and on ways of mastering software have tended to ignore the role of software itself. The study of software is only now emerging as a field of study. This contribution argues for the relevancy of software literacy as part of understanding the ways people engage with software and how its affordances influences knowledge representation, generation and critique. It will define the term and set out three progressive tiers of development towards software literacy.

Children and Youth Librarians

2016 ◽  
pp. 25-50
Author(s):  
Sylvia Vincent Stavridi ◽  
Dalia Ragaa Hamada
Keyword(s):  
Young Adults ◽  
Digital Literacy ◽  
Technical Skills ◽  
Literacy Skills ◽  
Children And Youth ◽  
High Tech ◽  
Specific Knowledge ◽  
Digital Skills ◽  
Children And Young Adults

In a high-tech environment where knowledge and information are delivered in a fast paced mode, the role of librarians serving children and young adults is being re-directed from being solely responsible for information and knowledge transfer to teaching and research. The children and young adult libraries at the Bibliotheca Alexandrina have been trying to extend their ways to deliver the services and understand the challenges in integrating various technologies. The chapter locates a series of technology competencies and skills that are currently expected of librarians working with children and young adults. In addition to their non-technical skills, librarians have to be technologically empowered and learn a variety of technical behaviors and acquire the digital skills needed to embrace the constantly changing complexities and advances in digital technology. This chapter upgrades the digital literacy skills in discipline-specific knowledge to support the integration of digital proficiencies as relevant skills for librarians to serve in their new role as teacher librarian.

scholarly journals Information Literacy Beyond Librarians: A Data/Methods Triangulation Approach to Investigating Disciplinary IL Teaching Practices

2020 ◽  
Vol 15 (1) ◽  
pp. 20-37
Author(s):  
Britt Foster
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Faculty Perceptions ◽  
Learning Opportunities ◽  
Literacy Skills ◽  
Institutional Research ◽  
Learning And Development ◽  
Key Phrases ◽  
The University ◽  
Research Office

Abstract Objective – While library literature contains many studies examining faculty perceptions of the value of librarian-led information literacy (IL)instruction, there is little evidence regarding IL instruction practices of disciplinary faculty independent of librarians. In a climate of uncertain budgets, increasing student enrollment, and increased conversation around the need for IL, media, and digital literacy skills, this study aimed to investigate a little-researched area of the IL instruction, learning, and development milieu. Methods – In collaboration with the institutional research office, a data and methods triangulation approach was used. A survey of disciplinary faculty was administered and disciplinary faculty focus groups were also conducted. Student outcomes and annual assessment reports, documents that describe teaching and assessment methods for courses across the university, were analyzed. Voyant, a text-mining tool, was also used to determine key phrases and terms related to IL in these documents. Results – Results revealed that disciplinary faculty highly value skills and understandings affiliated with IL competency. Faculty provide the majority of IL learning opportunities independent of librarians, although these learning opportunities are generally provided through implicit, rather than explicit, methods. Pedagogical methods that may enable explicit practices, such as the use of standards and competencies, are infrequently used. Conclusion – Evidence and findings from this study are being used to inform several initiatives to work with disciplinary faculty for IL instruction, including new services, resources, and instruction models to support IL development in students.

scholarly journals Monitoring of verbal-linguistic development of pre-school children in Elementary school - RECEPTION project

2019 ◽  
Author(s):  
Ines Kruselj-Vidas
Keyword(s):  
School Library ◽  
Case Study Research ◽  
Literacy Skills ◽  
School Level ◽  
School Librarian ◽  
School Librarians ◽  
Childhood Education ◽  
Wide Range

The list of multiple tasks expected from a school librarian include a wide range of activities. Activity of crucial importance is advocating and argumentation how important is the development of basic literacy skills. The role of school librarians is unavoidable in this process. This presentation will show an example of school library practice and focus on the role of school librarian as designer, provider and researcher in the case study research at the school level. This research was done as an activity during international Erasmus+ project called RECEPTION (Role of Early Childhood Education in positive Transition/Introduction Outcomes for New pupils). 

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