Extent of Information Literacy in the Higher Education Scenario

2020 ◽  
pp. 104-119
Author(s):  
Saravanan Parameswaran Pillai ◽  
Prasanth V. S. ◽  
Siju V.
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Demographic Variables ◽  
Literacy Skills ◽  
Higher Education System ◽  
Life Long Learning ◽  
Library Resources ◽  
Information Literacy Skills ◽  
Self Learning ◽  
Information Competency

Higher education system has witnessed tremendous changes this decade at a global level due to the invasion of information technology in every aspect. The information centers and information services are no exceptions. The concept of self-learning and acquisition of life-long learning skills are necessary to be information-literate and information-empowered. Day-to-day need of information, competency, and familiarity is using ICT-based information sources, enhancing usage of library resources. Thus, directly or indirectly, information literacy skills or competencies influence the use of library resources. This chapter makes a comparative analysis on information literacy skills possessed by research scholars and their information literacy skills based on the demographic variables. The study revealed a moderate level of information literacy skills among the research scholars, and demographic variables and ICT awareness influences their information literacy skills.

Information Literacy Support for Online Students in Higher Education

2014 ◽  
pp. 624-640 ◽  
Author(s):  
Swapna Kumar ◽  
Kristin Heathcock
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Information Literacy ◽  
Doctoral Program ◽  
Literacy Skills ◽  
Online Students ◽  
Literacy Support ◽  
Library Resources ◽  
Information Literacy Skills ◽  
Incoming Students

As online education grows, so does the need for institutional support for online students. Information literacy support is one support that is infrequently addressed. Though students are familiar with the Internet, they often do not have the information literacy skills necessary for research. A collaborative effort involving program faculty and librarians was undertaken to address the information literacy needs of students in an online doctoral program. This chapter provides an overview of the first step of this project – an assessment of incoming students’ information literacy skills. The results of the assessment indicate a need for comprehensive instruction to familiarize students with online library resources at the university, access to relevant scholarly databases, quality assessment of such resources, and the use of bibliographic management software. Recommendations are made for higher education institutions and online programs wishing to integrate information literacy support for incoming students.

Information Literacy Support for Online Students in Higher Education

2016 ◽  
pp. 1380-1396 ◽  
Author(s):  
Swapna Kumar ◽  
Kristin Heathcock
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Information Literacy ◽  
Doctoral Program ◽  
Literacy Skills ◽  
Online Students ◽  
Literacy Support ◽  
Library Resources ◽  
Information Literacy Skills ◽  
Incoming Students

As online education grows, so does the need for institutional support for online students. Information literacy support is one support that is infrequently addressed. Though students are familiar with the Internet, they often do not have the information literacy skills necessary for research. A collaborative effort involving program faculty and librarians was undertaken to address the information literacy needs of students in an online doctoral program. This chapter provides an overview of the first step of this project – an assessment of incoming students' information literacy skills. The results of the assessment indicate a need for comprehensive instruction to familiarize students with online library resources at the university, access to relevant scholarly databases, quality assessment of such resources, and the use of bibliographic management software. Recommendations are made for higher education institutions and online programs wishing to integrate information literacy support for incoming students.

Information Literacy

2011 ◽  
pp. 1091-1092
Author(s):  
Elaine Magusin
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Higher Education Institutions ◽  
Literacy Skills ◽  
Lifelong Learners ◽  
Information Literacy Instruction ◽  
Information Literacy Skills ◽  
The Creation

Information literacy is essential in the creation of lifelong learners. As educators struggle continually to ensure that students are able to successfully navigate the plethora of information available, and be able to think critically about this information, it is logical to consider information literacy skills instruction as a method of helping meet this goal. However, in order to provide information literacy instruction it is necessary to fully understand the concept and all it entails, including how it can be implemented and what benefits it offers to students, educators, and higher education institutions as a whole.

Information Literacy

2011 ◽  
pp. 1178-1182
Author(s):  
Elaine Fabbro
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Higher Education Institutions ◽  
Literacy Skills ◽  
Lifelong Learners ◽  
Research Libraries ◽  
Information Literacy Skills ◽  
The Creation ◽  
Need For Information

The Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education defines information literacy as the ability to recognize the need for information, and be able to locate, evaluate, and use the information effectively (2000, p.2). Information literacy is essential in the creation of lifelong learners (Wallis, 2005, p. 221). Educators struggle continually to ensure that students are not only able to successfully navigate through the plethora of information available, but that they are able to think critically about information, and put it to use in all aspects of their lives. Information literacy skills instruction can serve as a method to help meet this goal. However, in order to provide information literacy instruction it is necessary to fully understand the concept and all it entails, including how it can be implemented and the benefits it offers to students, educators, and higher education institutions as a whole.

scholarly journals Information Literacy Competencies: A Conceptual Analysis

2018 ◽  
Author(s):  
Chinwe Veronica Anunobi ◽  
Obiora Kingsley Udem
Keyword(s):  
Information Literacy ◽  
Conceptual Analysis ◽  
Information Science ◽  
Literacy Skills ◽  
Library And Information Science ◽  
Exploratory Approach ◽  
Information Literacy Skills ◽  
Knowledge And Attitude ◽  
Information Competency ◽  
Information Literacy Competencies

Purpose: This paper reviewed literature as they relate to Information Literacy Competency. The review is necessary so as to guide students as well as scholars of Library and Information Science who may want to be exposed to the concepts and elements of Information Literacy.Design/Methodology: The exploratory approach was used for this study; first a conceptual framework was examined so as to identify the components of Information Literacy Competency which is combination of Knowledge, Skills and Attitude. This was followed by review of elements of three models of Information Literacy as well as review of views of scholars on Information Literacy Competencies. Finally position was taken on Information Literacy Competency.Findings: The paper found out that the term Information Literacy Competency and Information Literacy skills though often used interchangeably are not the same. Information literacy competency is a combination of knowledge, skills and attitudes towards recognizing when and why information is needed, where to find it, how to evaluate, manage and apply it, synthesize, use and communicate it ethically and legally. On the other hand, skill is a component of competency which includes other components (knowledge and attitude).Originality/Value: The value of this paper lies in its identification and discussion on review of the views and position on the concepts of information competency and literacy. It also brings together scholars and schools of thought ideology on information literacy competency which is expected to aid those in quest for knowledge.

scholarly journals Preparing for practice: a higher education perspective. Commentary on … A clinical librarian pilot project in psychiatry

2010 ◽  
Vol 34 (2) ◽  
pp. 68-70
Author(s):  
Pat Spoor ◽  
Liz Neilly
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Contact Time ◽  
Positive Impact ◽  
Pilot Project ◽  
Evidence Base ◽  
Literacy Skills ◽  
Rigorous Approach ◽  
Information Literacy Skills ◽  
Health Trust

SummaryResearch suggests that contact time between clinical team and clinical librarian can have a direct and positive impact on patient care through encouraging a more rigorous approach to information retrieval and appraisal of the evidence base. This commentary focuses on the findings of a specific clinical librarian pilot project in a mental health trust. It discusses how clinicians could be better supported to develop improved information literacy skills through initiatives in higher education and what impact this might have on the model of clinical librarianship proposed by the project.

An assessment of academic library services: international and domestic students perspectives

2020 ◽  
Vol 41 (8/9) ◽  
pp. 631-653
Author(s):  
Sanaz Soltani ◽  
Shahrokh Nikou
Keyword(s):  
Higher Education ◽  
International Students ◽  
Information Literacy ◽  
Online Survey ◽  
Academic Library ◽  
Literacy Skills ◽  
Library Services ◽  
Domestic Students ◽  
Content Type ◽  
Information Literacy Skills

PurposeInformation literacy is defined as discrete abilities that a person requires to have in order to find, assess, use and share information. As information literacy skills play a prominent role in the students' academic achievement, students and in particular international students coming to continue their postgraduate studies in other countries may face problems in finding and using library services. The purpose of this paper is to explore and investigate the information literacy skills, challenges and needs of international and domestic students at the Finnish universities.Design/methodology/approachThis paper uses a mixed-methods design. Quantitative data were collected through an online survey (82 respondents) and qualitative data were collected through semi-structured interviews with 10 international and 10 domestic students.FindingsAcademic library services are used but in different ways. The findings indicate that international students have a relatively low level of information literacy skills compared to domestic students and faces various challenges, especially in the beginning of their studies.Research limitations/implicationsThe study was exploratory, and data were collected from limited number of Finnish universities and may not be representative of the underlying population.Practical implicationsAcademic libraries should provide effective courses on research methods and library services to the international students while keeping in mind the international students language and cultural barriers.Originality/valueThis is one of the first attempts in information literacy research that focusses on international and domestic students' information literacy skills at the higher education environment. As such, the results provided in this paper can help librarians and decision-makers at the higher education environments to plan better and become more efficient in delivering information services meeting students' information needs and expectations.

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.

Implementing Information Literacy Skills and Soft Skills for Better Use of Library Resources and Services

2020 ◽  
pp. 214-224
Author(s):  
B. Surendran ◽  
Kishore Kumar
Keyword(s):  
Information Literacy ◽  
21St Century ◽  
Soft Skills ◽  
School Libraries ◽  
Literacy Skills ◽  
Future Scenario ◽  
Library Resources ◽  
Information Literacy Skills ◽  
Work Education ◽  
Library Profession

Information literacy (IL) is a set of skills that allows us to locate, evaluate, and use effectively the information that we need. IL skills are essential tools that help us successfully plan for the present and future scenario of information. Soft skills are a set of abilities that influence how we interact with each other. Soft skills and IL skills affect every person in every possible situation work, education, entertainment, etc. This chapter highlights the importance of soft skills in library profession, different types of soft skills, why soft skills are important, relevance of information literacy in the ICT era, concepts of information literacy, IL and school libraries, and various types of IL models and standards. Both soft skills and IL skills are essential for library professionals as well as the users, particularly while using the 21st century resources, so that the users will be energized in using the library resources effectively and efficiently.

Agoge: an information literacy game for transfer students

2017 ◽  
Vol 45 (2) ◽  
pp. 314-331 ◽  
Author(s):  
Andrew Kearns ◽  
Breanne A. Kirsch ◽  
Virginia Cononie
Keyword(s):  
Transfer Students ◽  
Information Literacy ◽  
Game Design ◽  
Literacy Skills ◽  
Content Type ◽  
Interactive Game ◽  
Library Resources ◽  
Information Literacy Skills ◽  
Admissions Process

Purpose This paper aims to describe a successful outreach to transfer students through an interactive information literacy game. While the main purpose of the game is to introduce students to research and university library resources, it also allows for an analysis of incoming students’ information literacy skills. Design/methodology/approach This case study outlines the evolution of the game from a test-like tutorial administered through the Blackboard course management system to an interactive game in two iterations, describing the game in relation to game design and best practices and discussing how the artwork for the game was created. An analysis of data from student answers to the game questions over time shows what librarians have learned about the information literacy skills of incoming transfer students. Finally, student feedback about the game collected through a survey is presented along with ideas for future modifications. Findings This paper provides insights into the design and creation process of an interactive information literacy game and a model for how similar games can help librarians assess students’ information literacy skills. Practical implications Transfer students are hard to reach as a group at many institutions. An interactive game targeted to transfers during the admissions process is a potentially effective way to reach out to them. Originality/value This paper brings together two important issues in the library literature: how to reach out to transfer students and educational library games. Librarians involved with these issues will benefit from the paper’s insights and practical advice.

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