scholarly journals The Intersection between Instructor Expectations and Student Interpretations of Academic Skills

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Melanie S. Parlette-Stewart ◽  
Shannon Rushe ◽  
Laura Schnablegger
Keyword(s):  
Information Literacy ◽  
Academic Skills ◽  
Literacy Skills ◽  
Teaching Writing ◽  
Academic Skill ◽  
Student Responses ◽  
University Courses ◽  
Course Work ◽  
Information Literacy Skills ◽  
Discrepancy Rate

Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and information literacy skills in their courses (Cilliers, 2012; Crosthwaite et al., 2006; Mager & Spronken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. This study sought to explore the skills expectations of instructors and whether students are capable of identifying or articulating the academic skills they are required to develop in to succeed in third-year undergraduate university courses. We discovered a discrepancy rate of approximately 63% between instructor and student responses when exploring differences in instructor expectations and student interpretations of academic skills indicated on course outlines. Data from this study suggests that instructors and students do not always share the same understanding of the skills required to complete course work and to be successful in assessments. With the support of learning, writing, and research specialists, instructors can embed academic skill development in the curriculum.

scholarly journals Fokus på informationskompetence i et tværfagligt læringsmiljø - et empirisk studie af læringseffekter og studenterperspektiver

2014 ◽  
Vol 9 (16) ◽  
pp. 124-143
Author(s):  
Charlotte Overgaard ◽  
Mette Buje Grundsøe
Keyword(s):  
Information Literacy ◽  
Information Seeking ◽  
Literacy Skills ◽  
Project Work ◽  
Academic Skill ◽  
Teaching Activities ◽  
Educational Environments ◽  
Study Programme ◽  
Information Literacy Skills ◽  
Group Interviews

Der har i en årrække indenfor de videregående uddannelser været fokus på, at studerendes udvikling af informationskompetence og læring igennem problemorienteret projektarbejde er tæt forbundet, og at et nært samarbejde mellem bibliotek og uddannelsesmiljø er en væsentlig forudsætning for studerendes læring. I praksis er der dog en række forhold, som kan hindre et effektivt samarbejde mellem bibliotek og uddannelse og bevirke, at de pædagogiske intentioner ikke indfries. I et tværfagligt samarbejde mellem universitetsbibliotek og fagmiljø blev der i 2012 i forbindelse med opstarten af en ny 2-årig kandidatuddannelse i Folkesundhedsvidenskab ved Aalborg Universitet udviklet et undervisningsforløb og en række læringsunderstøttende tiltag som obligatorisk anvendelse af søgebilag i projekter og tværfaglige søgeworkshops, baseret på teorier om problembaseret læring og tilrettelæggelse af søge-læreprocesser. På baggrund af empiriske data fra informationssøgningstest, studenterprojektrapporter og gruppeinterviews undersøges effekten af undervisningen på de studerendes udvikling af informationskompetence samt deres perspektiver på læringsunderstøttende tiltag. Der identificeres fremmende og hæmmende faktorer ift. udvikling af informationskompetence og afslutningsvis diskuteres styrker og svagheder samt hvilke forhold, som er centrale – og også relevante i en bredere universitetspædagogisk sammenhæng – hvis informationskompetence skal integreres som del af de studerendes grundlæggende faglighed.  Learning through problem-based project-work and the development of information literacy skills has become increasingly common in higher education programmes in recent years. It is also generally acknowledged that these learning experiences benefit from close collaboration between university libraries and their educational environments. There is evidence to suggest, however, that a number of conditions can hamper the effective collaboration between library and study programme and so leave the educational intentions unfulfilled. A new Master’s programme in Public Health that was introduced at Aalborg University in 2012 aims to address these shortcomings by turning theories of problem-based learning and searching-learning processes into teaching activities as a result of a close inter-disciplinary collaboration between university library and academic environment. This paper examines the effect of and student perspectives on the developed teaching activities. A combination of information seeking tests, student project reports and group interviews provided the empirical data for the study. These revealed a number of promotive and inhibitory factors in connection with the development of information literacy skills. The strengths and weaknesses are discussed in this paper, along with the educational and pedagogical key points that are important if information literacy is to become a part of the students’ basic academic skill set.

scholarly journals Investigation about Information Literacy Skills of Research Scholars

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 194-204
Author(s):  
Dr. Asaf Niwaz Satti ◽  
Dr. Kifayat Khan ◽  
Dr. Habib Elahi Sahibzada
Keyword(s):  
Information Literacy ◽  
Literacy Skills ◽  
Academic Life ◽  
Practical Training ◽  
Appropriate Use ◽  
Post Graduate ◽  
Course Work ◽  
Graduate Research ◽  
Information Literacy Skills ◽  
The University

The study was a survey type with a quantitative focus of inquiry in which information literacy skills of post-graduate research scholars were analyzed. The sample of the study was taken from the University of Haripur. Data was collected through a questionnaire and it was analyzed in percentage form.  It highlighted the level of information literacy skills of research scholars. The results may enable research supervisors and heads of departments to launch a practical training of research scholars during the course work of the M.Phil/Ph.D. It was suggested that a course of information literacy might be included at all levels of education to enable all students in general and research scholars in particular to use proper ways and means to excel in their academic life through the appropriate use of information literacy skills.

Meeting the Information Literacy Skills of Diverse Primary School Pupils Through the School Libraries

2011 ◽  
Vol 4 (3) ◽  
pp. 117-122 ◽  
Author(s):  
Nwachukwu V. N. Nwachukwu V. N. ◽  
◽  
ESKAY, M. Eskay, M. ◽  
Ifeanyichukwu, J.N. Ifeanyichukwu, J.N.
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
School Libraries ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Primary School Pupils

scholarly journals Improving nurses’ readiness for evidence-based practice in critical care units: results of an information literacy training program

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Jamileh Farokhzadian ◽  
Somayeh Jouparinejad ◽  
Farhad Fatehi ◽  
Fatemeh Falahati-Marvast
Keyword(s):  
Critical Care ◽  
Training Program ◽  
Information Literacy ◽  
Intervention Group ◽  
Literacy Skills ◽  
Evidence Based ◽  
Control Groups ◽  
Critical Care Units ◽  
Literacy Training ◽  
Information Literacy Skills

Abstract Background One of the most important prerequisites for nurses’ readiness to implement Evidence-Based Practice (EBP) is to improve their information literacy skills. This study aimed to evaluate the impact of a training program on nurses’ information literacy skills for EBP in critical care units. Methods In this interventional study, 60 nurses working in critical care units of hospitals affiliated to Kerman University of Medical Sciences were randomly assigned into the intervention or control groups. The intervention group was provided with information literacy training in three eight-hour sessions over 3 weeks. Data were collected using demographic and information literacy skills for EBP questionnaires before and 1 month after the intervention. Results At baseline, the intervention and control groups were similar in terms of demographic characteristics and information literacy skills for EBP. The training program significantly improved all dimensions of information literacy skills of the nurses in the intervention group, including the use of different information resources (3.43 ± 0.48, p < 0.001), information searching skills and the use of different search features (3.85 ± 0.67, p < 0.001), knowledge about search operators (3.74 ± 0.14, p < 0.001), and selection of more appropriate search statement (x2 = 50.63, p = 0.001) compared with the control group. Conclusions Nurses can learn EBP skills and apply research findings in their nursing practice in order to provide high-quality, safe nursing care in clinical settings. Practical workshops and regular training courses are effective interventional strategies to equip nurses with information literacy skills so that they can apply these skills to their future nursing practice.

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.

Sign in / Sign up

Export Citation Format

Share Document