scholarly journals An expanded critical incident approach for exploring information use and learning

2012 ◽  
Vol 36 (112) ◽  
pp. 72-95 ◽  
Author(s):  
Hilary Hughes
Keyword(s):  
International Students ◽  
Information Literacy ◽  
Critical Incident ◽  
Critical Incidents ◽  
Information Use ◽  
Literacy Learning ◽  
Information Resources ◽  
Learning Needs ◽  
Online Information ◽  
Exploratory Research

Critical incidents offer a focus for exploratory research about human experiences, including information use and information literacy learning. This paper describes how critical incidents underpinned research about international students’ use of online information resources at two Australian universities. It outlines the development and application of an expanded critical incident approach (ECIA), explaining how ECIA built upon critical incident technique (CIT) and incorporated information literacy theory. It discusses points of expansion (differences) between CIT and ECIA. While CIT initially proved useful in structuring the research, the pilot study revealed methodological limitations. ECIA allowed more nuanced data analysis and the integration of reflection. The study produced a multifaceted word picture of international students’ experience of using online information resources to learn, and a set of critical findings about their information literacy learning needs. ECIA offers a fresh approach for researching information use, information experience, evidence-based practice, information literacy and informed learning.

scholarly journals PENTINGNYA LITERASI INFORMASI DIGITAL BAGI PUSTAKAWAN DALAM MENDUKUNG KEGIATAN LITBANG

Jurnal Pari ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Ketut Masiani
Keyword(s):  
Information Technology ◽  
Research And Development ◽  
Information Literacy ◽  
Rapid Development ◽  
Information Use ◽  
Information Resources ◽  
Accurate Information ◽  
Ongoing Research ◽  
Research Activities ◽  
Key Factor

ABSTRAKPerkembangan teknologi informasi yang sangat pesat dewasa ini perlu diantisipasi oleh pustakawan untuk mendukung kegiatan penelitian di lingkungan lembaga induknya, khususnya di unit penelitian dan pengembangan (Litbang). Pemilihan dan pemberian informasi yang tepat dan akurat sangat diperlukan untuk kegiatan penelitian yangberkelanjutan, mulai dari penyusunan rencana sampai ke tahap evaluasi, pelaporan dan publikasi hasil kegiatan. Informasi merupakan faktor kunci dalam keberhasilan kegiatan litbang. Pustakawan yang memiliki kemampuan dalam literasi informasi akan mampu mengetahui kebutuhan pengguna secara tepat. Lokasi sumber informasi, cara memperolehinformasi, etika dalam memakai informasi, serta bagaimana mengelola informasi yang sudah didapatkan perlu diketahui oleh setiap pustakawan. Kemampuan literasi informasi tersebut sangat penting dan wajib dimiliki oleh seorang pustakawan guna mendukung kelancaran kegiatan litbangABSTRACTThe rapid development of information technology today needs to be anticipated by librarians to support researchactivities within their parent institutions, particularly in research and development units (R & D). The selection andprovision of appropriate and accurate information is essential for ongoing research activities, from preparing andevaluating the plans, reporting and publicating the results of activities. Information is a key factor in the success of R & Dactivities. Librarians who have ability in information literacy will be able to know the needs of users appropriately. How tolocate the information resources obtain the information, use it and manage it correctly, should be known by every librarian.Information literacy is very important and must be owned by a librarian to support the continuity of R & D activities  

Evaluation of teachers’ information literacy based on information of behavioral data in online learning and teaching platforms: an empirical study of China

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yating Li ◽  
Chi Zhou ◽  
Di Wu ◽  
Min Chen
Keyword(s):  
Online Learning ◽  
Information Literacy ◽  
High Performance ◽  
Behavioral Data ◽  
Online Information ◽  
Process Data ◽  
Content Type ◽  
Information Behaviors ◽  
Learning And Teaching ◽  
Performance Group

PurposeAdvances in information technology now permit the recording of massive and diverse process data, thereby making data-driven evaluations possible. This study discusses whether teachers’ information literacy can be evaluated based on their online information behaviors on online learning and teaching platforms (OLTPs).Design/methodology/approachFirst, to evaluate teachers’ information literacy, the process data were combined from teachers on OLTP to describe nine third-level indicators from the richness, diversity, usefulness and timeliness analysis dimensions. Second, propensity score matching (PSM) and difference tests were used to analyze the differences between the performance groups with reduced selection bias. Third, to effectively predict the information literacy score of each teacher, four sets of input variables were used for prediction using supervised learning models.FindingsThe results show that the high-performance group performs better than the low-performance group in 6 indicators. In addition, information-based teaching and behavioral research data can best reflect the level of information literacy. In the future, greater in-depth explorations are needed with richer online information behavioral data and a more effective evaluation model to increase evaluation accuracy.Originality/valueThe evaluation based on online information behaviors has concrete application scenarios, positively correlated results and prediction interpretability. Therefore, information literacy evaluations based on behaviors have great potential and favorable prospects.

Thai Students' Experiences of Online Learning at Indonesian Universities in the Time of the COVID-19 Pandemic

2020 ◽  
Vol 10 (S3) ◽  
pp. 58-74
Author(s):  
Sandi Ferdiansyah ◽  
Supiastutik ◽  
Ria Angin
Keyword(s):  
Online Learning ◽  
International Students ◽  
Undergraduate Students ◽  
Emotional Support ◽  
Learning Experience ◽  
Learning Motivation ◽  
Learning Needs ◽  
Important Data ◽  
Thematic Content Analysis ◽  
Thai Students

The present interview study reports on eight Thai undergraduate students’ experiences of online learning at three different Indonesian universities based in East Java, Indonesia. Semi-structured interviewing was designed based on the sociocultural framework proposed by Ma (2017) to elucidate the students’ voices of online learning experience. The data garnered from online interviewing were transcribed and interpreted using thematic content analysis. The study elicits three important data themes: the agility of the student participants to adapt online learning to suit their learning needs, the participants’ strategies to build learning autonomy, and the participants’ ability to sustain their learning motivation. This study stresses the important roles of such other agents as teachers, parents, and friends in providing international students with mental and emotional support to help them get through COVID-19 affected online learning.

scholarly journals Faculty perceptions of teaching information literacy to first-year students: A phenomenographic study

2017 ◽  
Vol 51 (2) ◽  
pp. 545-560 ◽  
Author(s):  
Lorna Dawes
Keyword(s):  
Information Literacy ◽  
Research University ◽  
Faculty Perceptions ◽  
Information Use ◽  
First Year ◽  
Structured Interviews ◽  
First Year Students ◽  
Information Behaviors ◽  
Perceptions Of Teaching ◽  
Teaching Information

This study examines faculty perceptions of teaching information literacy and explores the influence of these perceptions on pedagogy. The study adopted an inductive phenomenographic approach, using 24 semi-structured interviews with faculty teaching first-year courses at an American public research university. The results of the study reveal four qualitative ways in which faculty experience teaching information use to first year students that vary within three themes of expanding awareness. The resulting outcome space revealed that faculty had two distinct conceptions of teaching information literacy: (1) Teaching to produce experienced consumers of information, and (2) Teaching to cultivate intelligent participants in discourse communities. When information experiences are intentional, and involve using and teaching information use while learning the discipline content, this becomes “informed learning”, which is a pedagogical construct developed by Christine Bruce (Bruce and Hughes, 2010) that involves experiencing information in new ways while learning disciplinary information behaviors and content. This study gives new insight into the nature of this “informed learning” in first-year college courses and reveals that faculty create cultures of inquiry in their classes and, in so doing, treat information literacy as central to their disciplines. In addition to providing a more substantial understanding of faculty perceptions of teaching information use, the study indicates that the new ACRL Framework for Information Literacy and the changes to SCONUL Framework reflect an approach to teaching information literacy that will be welcomed in the college classroom.

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