scholarly journals Information Literacy Strategies Used by Second- and Third-Year Biology Students

2019 ◽  
Author(s):  
Catherine Lantz ◽  
Paula R Dempsey
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Information Literacy ◽  
Scientific Practice ◽  
Scientific Discovery ◽  
Research Articles ◽  
Primary Research ◽  
Education Students ◽  
Literacy Strategies ◽  
Biology Students

Results from focus groups with 23 second- and third-year biology students revealed gradual gains in information literacy (IL) abilities and dispositions needed for them to join the community of scientific practice as laid out in the ACRL Framework for Information Literacy for Higher Education. Students were consumers of information and not yet producers of information. They interacted often with primary research articles but struggled to use research tools effectively; remembered active learning vividly; and relied on video resources, Google, and discussions with peers and instructors to define terms and understand results. Findings support the value of collaboration between librarians and science faculty to incorporate IL skills in the process of scientific discovery.

scholarly journals Figure Facts: Encouraging Undergraduates to Take a Data-Centered Approach to Reading Primary Literature

2013 ◽  
Vol 12 (1) ◽  
pp. 39-46 ◽  
Author(s):  
Jennifer E. Round ◽  
A. Malcolm Campbell
Keyword(s):  
Experimental Data ◽  
Student Performance ◽  
Scientific Discovery ◽  
Data Interpretation ◽  
Research Articles ◽  
Primary Research ◽  
Biology Students ◽  
Research Article ◽  
Primary Literature ◽  
Undergraduate Science

The ability to interpret experimental data is essential to understanding and participating in the process of scientific discovery. Reading primary research articles can be a frustrating experience for undergraduate biology students because they have very little experience interpreting data. To enhance their data interpretation skills, students used a template called “Figure Facts” to assist them with primary literature–based reading assignments in an advanced cellular neuroscience course. The Figure Facts template encourages students to adopt a data-centric approach, rather than a text-based approach, to understand research articles. Specifically, Figure Facts requires students to focus on the experimental data presented in each figure and identify specific conclusions that may be drawn from those results. Students who used Figure Facts for one semester increased the amount of time they spent examining figures in a primary research article, and regular exposure to primary literature was associated with improved student performance on a data interpretation skills test. Students reported decreased frustration associated with interpreting data figures, and their opinions of the Figure Facts template were overwhelmingly positive. In this paper, we present Figure Facts for others to adopt and adapt, with reflection on its implementation and effectiveness in improving undergraduate science education.

Information Literacy Skills Among Students of Higher Education Institutions With Special Reference to Tamil Nadu

2020 ◽  
pp. 40-62
Author(s):  
A. Alagu ◽  
S. Thanuskodi
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Tamil Nadu ◽  
Literacy Skills ◽  
Library Services ◽  
Education Students ◽  
Electronic Information Resources ◽  
Information Literacy Skills ◽  
Access Information ◽  
Hybrid Libraries

All academic institutions find rapid growth in computer networks and the use of computerized databases to access information in their libraries. Most academic libraries include hybrid libraries, which have e-library features and traditional library services. It is difficult to use electronic information resources effectively without training. Students need to obtain the skills to get information quickly and efficiently from electronic sources and become what is often referred to as information literate. The human being is blessed with a unique ability to create something from nothing. He creates, originates, innovates, generates, accumulates knowledge, produces works of art, and discovers the truth about the world he lives in. What sets the information age apart from prior periods in history is the label we put on these intellectual creations. These days the economy of nations depends upon buying and selling facts, ideas, knowledge. This chapter explores information literacy skills amongst higher education students.

scholarly journals Atividades pedagógicas na promoção da aprendizagem ativa dos estudantes de graduação nas disciplinas de estatística

2019 ◽  
Vol 3 (2) ◽  
pp. 623
Author(s):  
Suzi Samá
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Active Learning ◽  
Cognitive Neuroscience ◽  
Learning Process ◽  
Theory Of Knowledge ◽  
Teaching Methodology ◽  
Pedagogical Practice ◽  
Education Students ◽  
Statistical Education

Resumo: Este relato de experiência apresenta três atividades planejadas para instigar o interesse do estudante do Ensino Superior pela Estatística e promover sua aprendizagem ativa em sala de aula. No seu planejamento e desenvolvimento, consideraram-se os pressupostos da Teoria da Biologia do Conhecer e da Neurociência Cognitiva, para que os estudantes se percebam como produtores de conhecimento e corresponsáveis pelo seu processo de aprendizagem. De diferentes formas, as três atividades viabilizaram uma participação ativa dos estudantes, que perderam o receio pela disciplina e participaram de debates e discussões potencializados pela metodologia de ensino adotada. Conclui-se que repensar a prática pedagógica pode levar o professor a encontrar formas de ajudar os estudantes a superar suas dificuldades de compreensão dos conceitos estatísticos. Palavras-chave: Educação Estatística; Aprendizagem Ativa; Atividades Pedagógicas; Neurociência Cognitiva; Teoria da Biologia do Conhecer. Pedagogical activities in promoting active learning of graduate students in statistical disciplines Abstract: This experience report presents three activities designed to arouse the interest of higher education students in statistics and to promote their active learning in the classroom. In its planning and development, we considered the assumptions of the Theory of Knowledge Biology and Cognitive Neuroscience, so that students perceive themselves as knowledge producers and co-responsible for their learning process. In different ways, the three activities enabled the active participation of students, who lost their fear of the discipline and participated in debates and discussions enhanced by the teaching methodology adopted. It is concluded that rethinking pedagogical practice can lead the teacher to find ways to help students overcome their difficulties in understanding statistical concepts. Keywords: Statistical Education; Active Learning; Pedagogical Activities; Cognitive Neuroscience; Theory of Biology of Knowing.

scholarly journals An investigation into the attitudes of academic librarians towards Internet plagiarism of HE students.

2011 ◽  
Vol 35 (110) ◽  
pp. 29-42
Author(s):  
Rebecca Bartlett ◽  
Biddy Casselden
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Delphi Study ◽  
Academic Librarians ◽  
The Internet ◽  
Education Students ◽  
The University

This paper aims to report an investigation into the attitudes of academic librarians towards Internet plagiarism by higher education students, particularly, how they define Internet plagiarism, their perceived role in combating this phenomenon, and the skills and techniques they have or will adopt to achieve this. A Delphi study was undertaken using a sample of 10 respondents. The responses demonstrated that plagiarism is a multifaceted term and not easily definable, however respondents were unanimous in their opinion that the Internet has made it easier to plagiarise. The potential for active collaboration between librarians and academics to jointly address Internet plagiarism was seen as vital by all respondents, although opinion was divided on the role of librarians and academics. A blended approach is recommended, which involves involving policing and prevention; in addition to ensuring that students are achieving information literacy well before they reach the gates of the University.

scholarly journals Mindfulness and gamification in the higher education classroom: Friends or foes?

2018 ◽  
Author(s):  
Katia G. Karadjova
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Public University ◽  
Education Students ◽  
Scholarly Literature ◽  
Short Overview ◽  
Contemplative Pedagogy ◽  
Innovative Practice ◽  
The Brain

The paper provides short overview of the gamification, mindfulness and contemplative pedagogy approaches in the higher education with focus on specific experiences in the Information Literacy (IL) field in higher education. Students seem to engage eagerly with both mindfulness activities and games in the classroom. Although at first these two might give an impression of activities which stand on opposite sides an evident overlapping has been present through employing games as mindfulness activities. The paper discusses the Brain Booth Initiative at a rural, public university as an example of an innovative practice, which shows how mindfulness and gamification complement each other in helping students optimize learning and support their wellbeing. In addition to the scholarly literature the Brain Booth initiative shows that librarians are well-positioned to adopt contemplative pedagogy in their information literacy instruction and to serve as resources for departmental faculty, who may be willing to explore its use in their courses.

scholarly journals PROSPECTIVE TEACHERS’ PERCEPTION OF ENGAGEMENT IN ACTIVE LEARNING THROUGH PEER TEACHING AND PEER ASSESSMENT

2017 ◽  
Vol 32 (1) ◽  
Author(s):  
Muhammad Sarwar ◽  
Shafqat Hussain ◽  
Ashfaque Ahmad Shah
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Prospective Teachers ◽  
Peer Assessment ◽  
Group Discussion ◽  
Teacher Assessment ◽  
Peer Teaching ◽  
Education Students ◽  
Quality Of Presentation

The study intends to investigate the perceptions of higher education students about their engagement in active learning through peer-teaching and peer-assessment. A group of 22 students comprising nine female and thirteen males participated in the study. The researchers taught the course within six weeks, and then divided it amongst students through assignments. The students prepared it, discussed with researchers, shared and taught the assigned part of the course to their peers in the classroom in the presence of one of the researchers. The peers assessed the quality of presentation and mastery of the content and teaching skills of their peers against a given rubric. Three instruments namely: questionnaire, interviews and focussed group discussion were used to investigate students’ perceptions. The analysis of data revealed that students felt actively engaged in their studies through peer teaching and peer-assessment. Moreover correlation between peer assessment and teacher assessment was also calculated. Peer teaching and peer assessment can be confidently used in higher education in Pakistan on condition that teacher as a supervisor is highly vigilant.

scholarly journals EM BUSCA DA PEDAGOGIA DA EMANCIPAÇÃO NA EDUCAÇÃO PARA A COMPETÊNCIA EM INFORMAÇÃO SUSTENTÁVELSEARCHING FOR A PEDAGOGY OF EMANCIPATION TO THE SUSTAINABLE INFORMATION LITERACY EDUCATION

2011 ◽  
Vol 9 (1) ◽  
pp. 166
Author(s):  
Elisabeth Adriana Dudziak
Keyword(s):  
Higher Education ◽  
Media Literacy ◽  
Information Literacy ◽  
International Study ◽  
Literacy Education ◽  
Educational Process ◽  
Learning Assessment ◽  
Education Students ◽  
Information User ◽  
Teaching Learning

O projeto de pesquisa Competências Info-Midiáticas no Ensino Superior (CIMES), ainda em andamento, permite neste momento apresentar apenas alguns resultados parciais. Tomando por base o campo de estudos internacionalmente reconhecido como IML (Information and Media Literacy), o projeto CIMES tem por objetivo implantar um Sistema Educacional Interativo de Promoção da Competência Info-Midiática dos Estudantes de Ensino Superior das universidades públicas brasileiras. Considerando a magnitude do projeto, várias frentes de trabalho têm sido desenvolvidas, traduzidas em sub-projetos a serem implementados paulatinamente, com a colaboração de diferentes agentes. Um destes sub-projetos está relacionado à conceituação da educação para a competência info-midiática e a definição dos processos de ensino-aprendizagem-avaliação. O objetivo deste artigo não é descrever o projeto e sim propor uma reflexão a respeito das diferentes concepções pedagógicas possíveis a serem utilizadas nos processos de educação para a competência em informação. Com base na revisão teórica feita até o momento, resultados parciais revelam que há distintas concepções e apropriações da pedagogia da competência em informação, determinando diferentes tipos e níveis de ação e intervenção no processo de ensino-aprendizagem-avaliação, e respectivos resultados. A pedagogia da competência em informação, em seu nível mais elevado, conduz à emancipação do estudante como usuário e produtor de informação. Definida como fenômeno dialético, a pedagogia da emancipação constrói-se ininterruptamente mediante um diálogo recursivo entre o ser humano e a realidade, entre sujeito e sociedade, entre meio e mensagem. A proposta é avançar na discussão sobre o modelo pedagógico a ser adotado e, a partir dele, considerar o design do processo educacional como um todo.Abstract The research project Info-Media Literacy in Higher Education (CIMES), still not concluded, allows now to present only partial results. Based on the international study field internationally recognized as IML (Information and Media Literacy), the project aims to deploy CIMES an Interactive Educational System for Promotion of Information and Media Literacy for Higher Education Students of Brazilian public universities. Considering the magnitude of the project, various aspects have been developed, translated into sub-projects that have been implemented gradually, with different actors’ collaboration. One of these sub-projects is about the concept information literacy education and teaching-learning-assessment definition. The aim of this article is not to describe the project. The purpose is to propose a reflection about different possible pedagogical assumptions to be used in information literacy education process. Based on literature review done so far, preliminary results show that there are different conceptions of pedagogy and appropriation of information competence, whose determine different types and action and intervention levels in teaching-learning-evaluation processes and its results. The teaching of information competence, at its highest level, leads to the emancipation of the student as a information user and producer. Defined as a dialectical phenomenon, the pedagogy of emancipation is built continuously by a recursive dialogue between man and reality, between subject and society, between medium and message. The proposal of this paper is to advance The proposal is to advance in the discussion about the pedagogical model to be adopted and, through them, consider the desing of the educational process as a whole. 

scholarly journals Understanding of Plagiarism through Information Literacy: A Study among the Students of Higher Education of Nepal

2018 ◽  
Vol 3 (2) ◽  
pp. 165-181
Author(s):  
Prem Raj Adhikari
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Random Sampling ◽  
Survey Design ◽  
Simple Random Sampling ◽  
Sampling Procedure ◽  
Survey Method ◽  
Sample Population ◽  
Education Students ◽  
Academic Resources

The study deals with the issues related to the contribution and the need of information literacy. This study has explored the importance of information literacy in academic work among the Nepali students of higher education. Plagiarism is the technical term for stealing someone else’s intellectual property. The research examined the truth about the understanding about plagiarism and copyright issues in the use of information. This quantitative study is aligned towards positivist paradigm and adopted survey design for data collection. The population of the study was students of higher education of Tribhuvan University, Kathmandu University and Pokhara University. Two hundred and fifty-four (254) sample populations were drawn using sample size formula for data. For this purpose, simple random sampling was used to determine the number of the sample population. The sample population was selected using random sampling procedure. The data were collected using survey method and were analyzed using SPSS descriptive statistics used for the purpose of data analysis. The findings of this study showed that information literacy is important and helpful in academic works in higher education. Students of higher education rely on the internet and library for their academic resources in Nepal. The use of information literacy is expected to be the part of education to make the learning process effective. This study also focused on the use of right information in appropriate ways among the students of higher education of Nepal. Research indicated that there was lack of understanding what students know and use about the supplied information in higher education in Nepal.

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