scholarly journals Information Literacy based on Self-efficacy Model in Information Needs amongst Undergraduate Students

2019 ◽  
Author(s):  
Ike Iswary Lawanda ◽  
Farikhatus Ulfa
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Self Efficacy ◽  
Information Needs

scholarly journals The Daily Image Information Needs and Seeking Behavior of Chinese Undergraduate Students

2013 ◽  
Vol 74 (3) ◽  
pp. 243-261 ◽  
Author(s):  
Kun Huang ◽  
Diane Kelly
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Academic Libraries ◽  
Information Needs ◽  
Image Search ◽  
University Libraries ◽  
Current Image ◽  
Image Information ◽  
Seeking Behavior ◽  
Normal University

A survey was conducted at Beijing Normal University to explore subjects’ motives for image seeking; the image types they need; how and where they seek images; and the difficulties they encounter. The survey also explored subjects’ attitudes toward current image services and their perceptions of how university libraries might provide assistance. Based on the findings, this article summarizes the features of Chinese undergraduate students’ daily image needs and their information behavior related to images. The findings reveal the need to improve the image services offered by academic libraries and strengthen undergraduates’ information literacy with respect to image search and use.

scholarly journals Communicating the relevance of the library in the age of Google: Improving undergraduate research skills and information literacy though new models of library instruction

2013 ◽  
Vol 5 (1) ◽  
pp. 49-53 ◽  
Author(s):  
Jennifer Rempel ◽  
Danielle M. Cossarini
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Information Needs ◽  
Undergraduate Research ◽  
Information Access ◽  
Academic Research ◽  
Successful Implementation ◽  
Library Instruction ◽  
Research Skills

Most academic librarians have long been aware that the ascent of the Internet has posed a challenge to the primacy of the library as information hub. Recent studies have shown that the majority of undergraduate students do not begin their research in the library, but with Google and Wikipedia - and many students end their research here as well (Connaway, Dickey, & Radford, 2011). This trend would seem to bode ill for the quality of the research skills and the level of information literacy among current undergraduates, as many students privilege convenient access to information over quality of content (Colón-Aguirre & Fleming-May, 2012; Connaway, et al., 2011). But how do we prepare undergraduate students for the rigours of academic research given this circumstance? The library instruction session has been the path to information literacy traditionally taken by colleges and universities, but increasingly, librarians have begun questioning the value of these sessions. Many undergraduates do not find library instruction sessions relevant to their practical information needs and to changing modes of information access, and many students do not come away from library information sessions feeling fully prepared - or even fully willing - to move beyond Google and into the library in order to carry out quality information searches (Colón-Aguirre & Fleming-May, 2012). Indeed, many librarians also now feel that the classic model of library instruction no longer fully meets the information needs of undergraduates nor anticipates their Internet-focused research habits, and that library instruction needs to change dramatically in order to do so (Colón-Aguirre & Fleming-May, 2012; Farkas, 2012). Such means of improving library instruction include: breaking away from the single-session model and moving toward a multiple-session model (Farkas, 2012); incorporating discussion of Internet-based and electronic resources more fully into instruction sessions (Colón-Aguirre & Fleming-May, 2012); tailoring library instruction to course curricula and assignments (Smith, et al., 2012); and incorporating active, student-centred learning into library instruction sessions (Abate, Gomes, & Linton, 2011). The successful implementation of these measures is ultimately dependent upon communication and collaboration among library staff, faculty, and students. Implementing major changes to library instruction can be challenging for all stakeholders; such challenges will be explored in a discussion of the implementation of a prototype library instruction model developed at Selkirk College, a small undergraduate-focused institution in British Columbia, Canada.

scholarly journals Investigation of the Validity Evidence of the Information Literacy Self-Efficacy Scale (ILSES) Among Undergraduate Students

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Max Sommer ◽  
◽  
Angela Kohnen ◽  
Albert Ritzhaupt ◽  
John Hampton ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Self Efficacy ◽  
Validity Evidence

scholarly journals Engineering Students and Professionals Report Different Levels of Information Literacy Needs and Challenges

2020 ◽  
Vol 15 (1) ◽  
pp. 238-241
Author(s):  
Kimberly MacKenzie
Keyword(s):  
North America ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Information Needs ◽  
Engineering Students ◽  
Asia Pacific ◽  
Full Time ◽  
Online Forums ◽  
Mean Values ◽  
Undergraduate Engineering

A Review of: Phillips, M., Fosmire, M., Turner, L., Petersheim, K., & Lu, J. (2019). Comparing the information needs and experiences of undergraduate students and practicing engineers. The Journal of Academic Librarianship, 45(1), 39-49. https://doi.org/10.1016/j.acalib.2018.12.004 Abstract Objective – To compare the levels of information literacy, needs, and challenges of undergraduate engineering students with those of practising engineers. Design – Electronic survey. Setting – Large land grant university in the Midwestern United States and multiple locations of a global construction machinery manufacturing company (locations in Asia Pacific, Europe, North America). Subjects – Engineering undergraduates and full-time engineers. Methods – Two voluntary online surveys distributed to (a) students in two undergraduate engineering technology classes and one mechanical engineering class; and (b) to engineers in an online newsletter. None of the questions on the survey were mandatory. Because the call for practising engineers generated a low response rate, direct invitations were sent in batches of 100 to randomly selected engineers from a list provided by the human resources department of the company participating in the study. The surveys were similar but not identical and included multiple choice, Likert scale, and short answer questions. Data analysis included two-sided unpaired sample t-tests (quantitative data) and deductive and inductive content analysis (qualitative data). Main Results – There were 63 students and 134 professional engineers among the respondents. Survey response rates were relatively low (24.3% for students; approximately 4.5% for employees). Students rated themselves higher overall and significantly higher than did engineers on the questions “know where to look for information” (students M = 5.3; engineers M = 4.2) and “identifying the most needed information” (students M = 5.5; engineers M = 4.8) (mean values reported on a 7-point scale). Neither group rated themselves highly on “reflecting on how to improve their performance next time” or “having a highly effective structure for organizing information,” though engineers in North America rated themselves significantly higher than those in Asia Pacific on organizing information, knowing where to look for information, and using information to make decisions. Both students and engineers reported often using Google to find information. The library was mentioned by one-half of engineers and one-third of students. Engineers reported consulting with peers for information and making more use of propriety information from within their companies, while students reported using YouTube videos and online forums, as well as news and social media. More than half of students (57%) reported having enough access to information resources, while 67% of engineers felt that they lacked sufficient access. The most common frustration for both groups was locating the information (45% of student responses; 71% of engineer responses). Students reported more frustration with evaluating information (17%) compared to engineers (9%). Conclusion – Engineering students and professional engineers report differences in their levels of confidence in finding information and differences in the complexity of the information landscape. Engineering librarians at the university level can incorporate this knowledge into information literacy courses to help prepare undergraduates for industry. Corporate librarians can use this information to improve methods to support the needs of engineers at all levels of employment.

Information literacy training effectiveness on Cambodia's province-based undergraduates

2020 ◽  
Vol 22 (4) ◽  
pp. 263-280
Author(s):  
Cheyvuth Seng ◽  
May Kristine Jonson Jonson Carlon ◽  
Jeffrey Scott Cross
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Self Efficacy ◽  
Effective Means ◽  
Training Data ◽  
Short Term ◽  
Research Activity ◽  
Content Type ◽  
Literacy Training ◽  
Before And After

PurposeThis study is aimed at determining the effect of a short-term information literacy training activity on the self-efficacy of undergraduate students at province-based universities in Cambodia.Design/methodology/approachA three-week training intervention was administered to 461 undergraduate students at three province-based public universities in Cambodia. The participants answered an information literacy self-efficacy questionnaire before and after the intervention.FindingsThe students' level of information literacy self-efficacy has a low mean score of 2.23 on a five-point scale before the training. After the training, the score dramatically increased to 3.64 and was statistically significant (p-value < 0.001). This indicates that short-term information literacy self-efficacy training is an effective means to promote information literacy among students.Research limitations/implicationsThis research scope was limited to examine the effect of a short-term intervention on a particular population. Further improvements include analyzing the training effects over the long term, soliciting qualitative feedback from respondents, and gathering previous relevant training data.Practical implicationsThere is a need for a carefully designed curriculum to be implemented that focuses on introducing information and communication technology (ICT) while considering its potential application to research activity. To be able to make meaningful curriculum changes, there must be a systematic way of identifying the ICT needs that are most urgent among undergraduate students in province-based Cambodian universities.Originality/valueThis research focuses on implementing ICT training and measuring its effectiveness on Cambodian undergraduate students in province-based universities, a growing population that has immense potential in influencing the country's growth but whose information literacy self-efficacy remains largely understudied until now.

The relationships between personality, perceptual, cognitive and technological variables and students’ level of information literacy

2017 ◽  
Vol 51 (2) ◽  
pp. 527-544 ◽  
Author(s):  
Noa Aharony ◽  
Hadas Gur
Keyword(s):  
Learning Strategies ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Self Efficacy ◽  
Computer Use ◽  
Primary Source ◽  
Openness To Experience ◽  
First Year ◽  
First Semester ◽  
First Year University

The Internet is students’ primary source of information, and the question that arises is whether students know how to evaluate the information they find on the Web. The present research aimed to explore whether openness to experience, curiosity, learning strategies, technological skills, and self-efficacy in computer use are associated with undergraduate students’ information literacy level. The research was conducted in Israel during the first semester of the 2014 academic year and included 180 first-year university students. Seven questionnaires were used to gather data on personal details, information literacy, computer mastery, curiosity, and openness to experience, self-efficacy in computer use, and learning strategies. Results confirm that the personality characteristics of openness to experience and curiosity, as well as cognitive variables such as deep learning strategies, the perceptual variable of self-efficacy in computer use, and computer mastery affect students’ level of information literacy.

scholarly journals Undergraduate information literacy self-efficacy: a cross-sectional study of Cambodian provincial universities

2021 ◽  
Vol 26 (3) ◽  
Author(s):  
Cheyvuth Seng ◽  
May Kristine Jonson Carlon ◽  
Jeffrey Cross ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Self Efficacy ◽  
Communication Technologies ◽  
Cross Sectional Study ◽  
T Test ◽  
Cross Sectional ◽  
Significant Difference ◽  
Information And Communication

Introduction. This paper examines the information literacy self-efficacy of undergraduate students at provincial universities in Cambodia, and to determine whether there are significant differences in information literacy self-efficacy in terms of sex, academic year, faculty and university. Method. We adapted the information literacy self-efficacy skills survey by Kurbanoglu and administered to 1,009 undergraduate students at three public provincial universities to measure their confidence on information literacy. Analysis. Descriptive and inferential statistics using independent sample t-test (t-test) and analysis of variance (ANOVA) were used to analyse the responses. Results. The results indicated that the information literacy self-efficacy of provincial universities in Cambodia was low as the mean scores were lower than the midpoint value of the original scale. Significant differences were also observed across the faculties and universities. This study revealed no significant difference of information literacy self-efficacy between male and female students. However, significant difference was observed between universities due to the performance of infrastructures and supporting funds. Conclusions. The findings indicated that undergraduate students at the provincial universities in Cambodia exhibited low confidence in information literacy. Policy making on information and communication technologies should be well implemented to provide practical skills to students from first to fourth year.

Information literacy, creativity and work performance

2018 ◽  
Vol 35 (5) ◽  
pp. 676-687 ◽  
Author(s):  
Ming-Shian Wu
Keyword(s):  
Empirical Study ◽  
Information Literacy ◽  
Self Efficacy ◽  
Information Needs ◽  
Work Performance ◽  
Training Programs ◽  
Digital Age ◽  
Needed Information

In the digital age, information literacy, defined as the ability to effectively identify information needs, access needed information, and evaluate and use information, is a crucial skill set for both individuals and organizations. Therefore, understanding the relationships between information literacy, creativity, and work performance could not only help enterprises recognize the importance of information literacy and its influence on the workplace, but also provide educators with guidance for planning related training programs. This empirical study explores the relationships between self-efficacy in information literacy, creativity and work performance. The findings show that (1). self-efficacy in defining information needs, self-efficacy in evaluating information and self-efficacy in using information can significantly positively affect creativity; (2). creativity can significantly positively affect work performance; and, (3). creativity mediates the association between self-efficacy in information literacy and work performance. Implications based on the findings are also discussed.

Undergraduate student information self-efficacy and library intervention

2017 ◽  
Vol 66 (6/7) ◽  
pp. 468-481
Author(s):  
Yingqi Tang ◽  
Hungwei Tseng
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Undergraduate Student ◽  
Information Seeking ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Library Instruction ◽  
Content Type ◽  
Student Information ◽  
Information Finding

Purpose The purpose of this study is to investigate undergraduate student information self-efficacy to find out how much the students learned from library instruction classes and to determine whether information seeking skills can be developed with a library instruction class. Design/methodology/approach A quantitative research method was conducted to collect survey data and to perform statistical analysis. A Web-based survey was distributed to undergraduate students who were enrolled in the Fall term of 2014. In all, 98 students completed the survey. Findings The study reported that undergraduate students’ capability of information finding, retrieving, analyzing, evaluating and presenting were on and above medium level (M = 3.40). They reported higher skills in information evaluation and information objects and types but lower skills in using catalog/database and organizing/synthesizing information. Students in the multiple library instruction group showed a significantly higher information self-efficacy. One-single instruction has a limited effect on improving information seeking skills. Research limitations/implications The number of students who participated in library instruction classes was relatively low. More data need to be collected to give credence to the findings in the future, and data collected from individual class would yield more accurate result. Originality/value This study extends the literature on information literacy and library instruction. The findings suggest that information literacy instruction should go beyond the one-session mode and should offer hands-on practices that will foster students’ critical thinking behavior more effectively.

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