Alejandro Uribe Tirado PhD Candidate / University of Granada Professor / Inter-American School of Information Science Researcher / Information, Knowledge and Society Group Information Technology and Knowledge Management Areas University of Antioquia Medellin, Colombia *** auribe@correo.ugr.es auribe@bibliotecologia.udea.edu.co alejouribet@gmail.com alfincolombia@gmail.com alfiniberoamerica@gmail.com *** http://alfincolombia.blogspot.com http://alfiniberoamerica.blogspot.com http://tecnologiasdelainformacioneib.blogspot.com *** http://aprendeenlinea.udea.edu.co/lms/investigacion/course/view.php?id=3 http://aprendeenlinea.udea.edu.co/lms/moodle/course/category.php?id=16 http://formacionbiblioteca.udea.edu.co/moodle/course/view.php?id=97 *** http://bit.ly/9kckMh (Research Group) http://bit.ly/dkxuDd (Curriculum Vitae) *** http://eprints.rclis.org/view/people/Uribe-Tirado=3AAlejandro=3A=3A.html http://www.directorioexit.info/consulta.php?directorio=exit&campo=ID&texto=525
Created by INFOLIT on Feb 18, 2010
Last updated: 10/26/12 at 02:38 PM
Tags: information lityeracy information skills information behaviour
Publication year: 2011Source:Library & Information Science Research, Volume 33, Issue 2Samuel Kai Wah Chu, S.K. Tse, Ken Chow Information literacy and information technology (IT) skills have become increasingly important in today's knowledge society. Many studies have shown that students from primary school to postgraduate lack crucial information literacy and IT skills, hence there is a need for an effective pedagogical approach that will develop these skills. This study investigated the effect of combining a collaborative teaching approach with inquiry project-based learning (PjBL) on the development of primary students' information literacy and IT skills. Students in a Hong Kong primary school completed two inquiry-based group projects. A collaborative teaching approach involving three teachers in different subject areas (general studies, Chinese, and IT) and the school librarian was adopted in guiding students through the two projects. Results indicate that this program had a positive impact of on the development of different dimensions of the students' information literacy and IT skills. Research Highlights ► There was collaboration among three teachers and the school librarian. ► Information literacy (IL) and IT skills of students improved after the program. ► Collaborative teaching and inquiry PjBL had positive effects on IL and IT skills.
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Publication year: 2011Source:The International Information & Library Review, Volume 43, Issue 2Yared Mammo This paper traces the history of Library and Information Science (LIS) education in Ethiopia, since its inception in 1959, reviewing both the retrospective (historical background) and prospective (rebirth and future direction). A comparison of the curricula of Jimma and Haramaya Universities demonstrates the transition from a traditional, closed model of librarianship to the contemporary, open model and the changes in programs’ names from Library Science to Information Science. Internationalization of the programs, incorporation of Information and Communication Technologies (ICT) related courses, and information literacy programs are enhancing the transformation of LIS education. The author recommends continued reorienting of programs to meet rapidly changing needs, expanding the academic as opposed to vocational only dimensions, and increased marketing.
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Publication year: 2012Source:Government Information Quarterly, Volume 29, Supplement 1Fang Wang, Yongbo Chen The number of migrant farmer workers in China has increased so rapidly that they can't be ignored anymore as a vulnerable group in the coming information society. This study formulates a theoretical framework on the process of seeking for government information online and employs a method of questionnaire survey to investigate the information needs of migrant farmer workers and their behavior of using e-government service. The findings drawn include inconsistency of information seeking behaviors with information needs, and conditions of transfer from potential users of e-government services to actual users, such as information literacy, IT environment, the influence of social networks, the operations of government websites, and targeted services. Several policy recommendations are presented based on these findings, including improvements in the workers' information capacity, construction of special e-government programs aimed at such workers, and enhancement of public library systems and government service offerings to this target group. Highlights ► We formulate a theoretical framework on the process of seeking for government information online. ► We investigate the information needs of Chinese migrant farmer workers and their behavior of using e-government service. ► We find the information seeking behaviors with information needs. ► We find the key conditions of transfer from potential users of e-government services to actual users.
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S0740624X11000736&_version=1&md5=bd27d6c8b4bd2d75ced99910c8f3f5ca
Publication year: 2011Source:The Journal of Academic Librarianship, Volume 37, Issue 4Nadaleen Tempelman-Kluit
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Publication year: 2011Source:Nurse Education Today, Volume 31, Issue 8Hilary E. Jacobsen, Randi Andenæs The aim of this study was to increase undergraduate nursing students' knowledge of finding and evaluating information from selected bibliographic databases and Internet sites. A quasi-experimental design was adopted. The 2004 autumn cohort (n=480) was divided into two approximately equal groups at the beginning of their studies. One group was subjected to a greater number of assignments requiring them to find and evaluate bibliographic and Internet-based information. The assignments were spread throughout the curriculum. Questionnaires were used to collect data. The low response rate makes generalizing the findings difficult. Only small differences were demonstrated between the knowledge of the revised assignment group and that of the other students. Both groups had a poor understanding of the use of important search and evaluation techniques. The results indicate that strategies proven in one context are not necessarily as effective in a new context and that more research is needed into which learning activities best enhance the development of information literacy skills during undergraduate nursing education.
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Publication year: 2012Source:International Journal of Medical Informatics, Volume 81, Issue 1Alexander J.A.M. van Deursen Purpose Despite the amount of health information available online, there are several barriers that limit the Internet from being adopted as a source of health information. The purpose of this study was to identify individual skill-related problems that users experience when accessing the Internet for health information and services. Methods Between November 2009 and February 2010, 88 subjects participated in a performance test in which participants had to complete health-related assignments on the Internet. Subjects were randomly selected from a telephone book. A selective quota sample was used and was divided over equal subsamples of gender, age, and education. Each subject was required to complete nine assignments on the Internet. Results The general population experiences many Internet skill-related problems, especially those related to information and strategic Internet skills. Aging and lower levels of education seemed to contribute to the amount of operational and formal skill-related problems experienced. Saving files, bookmarking websites, and using search engines were troublesome for these groups of people. With respect to information skills, the higher the level of educational attainment, the less problems the participants experienced. Although younger subjects experienced far less operational and formal skill-related problems, it was revealed that older subjects were less likely to select and use irrelevant search results and unreliable sources. Concerning the strategic Internet skills it was revealed that older subjects were less likely to make inappropriate decisions based on information gathered. Conclusions The amount of online health-related information and services is consistently growing; however, it appears that the general population experiences many skill-related problems, particularly those related to information and strategic Internet skills, and they become very important when it comes to health. These skills are also problematic for younger generations who are often seen as skilled Internet users. The results of the study call for policies that account for low levels of Internet skills. Highlights ► Individual skill problems when accessing the Internet for health are examined. ► In general, people experience many skill-related problems online, especially related to information and strategic skills. ► Aging and lower levels of education contribute to the operational and formal skill problems. ► Older subjects are less likely to select irrelevant search results and use unreliable sources. ► Older subjects are less likely to make inappropriate decisions based on information gathered.
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Publication year: 2011Source:Library & Information Science Research, Volume 33, Issue 4Anne R. Diekema, Wendy Holliday, Heather Leary This study explores an online information literacy module that uses problem-based learning (PBL). The goal was to enable students to experience information literacy in a richer way, by moving away from a focus on locating information sources to one of information use in the construction of knowledge. A content analysis of the research journals and reflection papers of students (N =15) in a distance education school library media administration endorsement program suggests that PBL was an effective approach for some students, but not others. Some students were motivated by working on authentic problems, and at least half the students engaged deeply with information and discovered new questions and angles for research during the process. These students applied more sophisticated evaluation strategies and were more metacognitive in their thinking, assessing their progress and shifting strategies as they progressed through the module.
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Publication year: 2010Source:The Journal of Academic Librarianship, Volume 36, Issue 6Karen Anderson, Frances A. May The researchers, a librarian and a faculty member, collaborated to investigate the effectiveness of delivery methods in information literacy instruction. The authors conducted a field experiment to explore how face-to-face, online, and blended learning instructional formats influenced students' retention of information literacy skills. Results are discussed in relation to an inclusive model of information literacy.
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Publication year: 2012Source:Procedia - Social and Behavioral Sciences, Volume 46Manuel Cuadrado-García, María-Eugenia Ruiz-Molina, Juan D. Montoro-Pons Spanish universities have recently adapted their studies to the requirements of the European Higher Education Area (EHEA). This process has involved the consideration of the development of computer and informational skills as an academic objective. In order to develop these skills, among other activities, an informative video has been disseminated. The design of the communication campaign, developed through viral marketing and social networks has been the result of and empirical research carried out by students of the University of Valencia. This paper describes the research objectives, questions, techniques and main findings.
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Publication year: 2011Source:The Internet and Higher Education, Volume 14, Issue 3J. Patrick Biddix, Chung Joo Chung, Han Woo Park The purpose of this study was to investigate where students turn for course-related assignments, whether an ordered pattern could be described in terms of which sources students turn to and how students evaluated the information they chose to use. Data were drawn from open-ended questionnaires (n =282). Semantic network analysis was conducted using CATPAC, artificial neural network software. Results verify previous findings that students turn to the Internet before the library, but a deeper investigation revealed different preferences for study versus project-related research. Specifically, using search engines or Wikipedia was a pre-stage, rather than a final destination, for project work. Interestingly, students were relatively confident in their abilities to discern courses using the Internet. Recommendations for promoting information literacy, as well as recommendations for improving library resource use, are included.
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Publication year: 2012Source:The Journal of Academic Librarianship, Volume 38, Issue 4Laura Saunders Information literacy is a popular and widely-written about topic in the literature of library information science, and is widely identified as an essential competency for college students. Nevertheless, recent research indicates that students largely lack the competencies associated with information literacy and that many colleges and universities are not moving beyond one-shot, course-level library instruction sessions to integrate information literacy into their curricula at the program and institutional levels. One reason for this lack of progress may be that discipline faculty—those who have the most direct contact with students, as well as the most direct oversight of and responsibility for the curriculum—have been largely missing from the conversation. This study aims to fill this gap by surveying and interviewing a nationwide sample of teaching faculty in six disciplines for their perspectives on the importance and relevance of information literacy competencies for their students. The results of this study provide academic librarians a broader insight into faculty understanding of information literacy and will help to advance the discourse of information literacy further into the disciplines.
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Publication year: 2012Source:The Journal of Academic Librarianship, Volume 38, Issue 3A.A.J. (Jos) van Helvoort The purpose of this article is to expand on a previous study on the development of a scoring rubric for information literacy. 1 The present paper examines how students at the Department of Information Services and Information Management, The Hague University, use the scoring rubric for their school work and/or in their regular jobs and social life. The research presented here focuses on a group of adult students who follow a part time evening variant of the Bachelor curriculum. The methods employed in this study consisted of an online survey to select students who had used the scoring rubric at least once after the workshop in which it was introduced. Following on from this, a focus group with respondents who had answered positively to the invitation at the end of the survey was organised and chaired by a neutral moderator. Samples that could be used in this research were very small. The findings may therefore not be generalised to all other groups of students. However, the results appear to be of relevance to the IL community. The students who participated in the focus group reported that they used it for self-assessment throughout the course, in subsequent courses, and to become more critical of their own writings and those of other people. The research also makes clear that adult students appreciate the feedback generated by completing the scoring rubric form but that this is not a substitute for the face-to-face feedback they receive from their teachers.
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Publication year: 2011Source:The Journal of Academic Librarianship, Volume 37, Issue 1Greg Bobish This article examines the connection between ACRL information literacy standards and constructivist pedagogy. This connection is used to support use of Web 2.0 tools for information literacy instruction. Sample exercises using these tools are provided for each ACRL learning outcome, and the tools' suitability for the constructivist approach is reasserted.
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Publication year: 2011Source:Serials Review, Volume 37, Issue 4William Breitbach, Jill M. Church, Jan Mayo, Teresa Malinowski
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Publication year: 2012Source:The International Information & Library Review, Volume 44, Issue 1Terry O’Brien, Philip Russell The authors of this paper provide an overview of the activities of the Irish Working Group on Information Literacy (WGIL) and its role in advancing a national policy for information literacy in the Republic of Ireland. The study focuses on the work of the group during its lifetime including the various activities, marketing and advocacy initiatives and some of the challenges and issues the group faced, in particular, the diversity of the Irish library and information sector and the lack of an integrated approach for information literacy development. The study presents the findings of the report produced by WGIL entitled Library Association of Ireland: Working Group on Information Literacy: Review of Cross-Sector Activity 2006–2008 and Initial Recommendations for Further Action which reviewed best practices and information literacy activities in the various LIS sectors in the Republic of Ireland during a two-year period. The key recommendation of this report is for the leadership of the Library Association of Ireland to develop a national information literacy strategy that advocates for the importance of information literacy as a lifelong and transferable skill. Highlights ► Lack of national cohesive strategy for information literacy (IL) challenge in Ireland. ► Many challenges for IL require coordinating disparate group activities. ► IL frameworks in Scotland and Wales may be models. ► Formal research and major IL conference needed to address challenges. ► Continued advocacy and continuing professional development (CPD) for IL.
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Publication year: 2011Source:The Journal of Academic Librarianship, Volume 37, Issue 3Elana Karshmer, Jacalyn E. Bryan
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Publication year: 2011Source:The International Information & Library Review, Volume 43, Issue 4Kim Chi Diep, Diane Nahl This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses. Highlights ► Information literacy is librarians’ concern, has not had an impact on campus culture. ► Few information literacy activities target the information needs of students. ► Impact of the credit system, and teacher-centered instruction are big challenges. ► Misperceptions of academic stakeholders about information literacy’s influence exist. ► Degree of support of stakeholders, faculty librarian collaboration is insufficient.
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S105723171100052X&_version=1&md5=6321fe4048c5a9ca34fed2fcac0f5933
Publication year: 2012Source:Procedia - Social and Behavioral Sciences, Volume 46Tzu-heng Chiu, Te-Lien Chou The Ministry of Education in Taiwan designed 3 information literacy (IL) related digital learning materials in 2008 and conducted a series of promotion activities. The MoE aims to encourage general education teachers in the universities to utilize these digital learning materials, and to resolve the deficiency of IL teachers. In September 2010, the author participated in a pilot testing group of one of these new digital learning materials, called “Library and Information Utilization”. This paper addressed Chiu's approach in merging these new materials into curriculum, outlined the key processes on content selections and techniques used. Six out of eighteen chapters from the digital learning material were selected and arranged for asynchronous distance learning. One hundred and ninety eight learning journals of feedbacks and comments, as well as system accessing logs were collected and analyzed to examine learning outcomes of using the distance learning materials. The statistics showed that students enjoyed asynchronous distance learning, especially during midterm and final exam week. They split one chapter into 2-6 online visits. The time frames were mostly during the period of 18:00-24:00. For each chapter they spent 0.99 to 1.7hours in average and answered 7.2 to 7.9 out of 10 after-chapter quizzes correctly. Finally, comments on the material were adopted by the program authority and they already scheduled for a material revision. Hope this hybrid approach can be a reference for other general education teachers.
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Publication year: 2012Source:The Journal of Academic Librarianship, Volume 38, Issue 4Karen Sobel, Cassidy R. Sugimoto Library instruction serves a critical function in the operation of the contemporary academic library environment. Librarians are asked to provide instruction and information literacy training using a range of tools and modes of delivery. The current literature presents an array of instruments used for assessing student learning and for delivering instruction. However, there is little consensus about best practices for assessment of both student learning and assessment of the instruction itself. In addition, a few studies have investigated how librarians are prepared for conducting assessment exercises. Therefore, this research presents the results of a nation‐wide survey of practices of assessment and preparation for assessment. The results provide a state‐of‐the-art description of the prevalence of instruction librarians, the types of assessments they conduct, and the methods by which they learn assessment skills and tools. Implications for instruction librarians, administrators, and educators are provided.
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Publication year: 2011Source:Computers & Education, Volume 56, Issue 3Caroline Timmers, Bernard Veldkamp Three studies are presented on attention paid to feedback provided by a computer-based assessment for learning on information literacy. Results show that the attention paid to feedback varies greatly. In general the attention focuses on feedback of incorrectly answered questions. In each study approximately fifty percent of the respondents paid attention to feedback of incorrect answers only. Approximately another twenty-five percent did not pay attention to feedback at all. Results suggest that differences in attention paid to feedback are influenced by task difficulty and test length. Supervision, however, does not seem to influence the average attention paid to feedback. On the other hand, results show that indirect and direct supervision lead to a greater impact of feedback provided by a computer-based assessment for learning as the number increases of students taking the test and, as a consequence, paying attention to feedback.
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Publication year: 2011Source:The Journal of Academic Librarianship, Volume 37, Issue 3Christopher Stewart
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S009913331100067X&_version=1&md5=a099016b6e7605a284338467182d075a
Publication year: 2012Source:Nurse Education in Practice, Volume 12, Issue 5Joan G. Lalor, Michael Clarke, Greg Sheaf Background Several authors have suggested that computer skills should be taught within the undergraduate curriculum. In this paper, the focus is mainly on the results of an examination of midwifery students' search strategy in response to a specific question undertaken before and after training session in the first, second and third years of the undergraduate programme. Methods The intervention allocated 16 h of library-based instruction over the first three years of the programme focussing specifically on the skills required to utilise electronic resources effectively. Following ethical approval by the university, 108 undergraduates took part from 2008 to 2011. Results The data obtained from the search history files were categorised as either poor, fair or good. The primary analyses compared the pre and post-instruction categories in each year, within each student, with a comparison of each student's post-instruction category one year and the pre-instruction category the following year. The data indicated that the sessions in the first and second years of the programmes resulted in improvements in the ability to search, with less improvement in third year. Conclusions As with any complex intervention, it is not possible to tease out which elements of the session were most beneficial. We will try to identify ways in which midwifery students' search skills could be strengthened further.
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Publication year: 2011Source:Nurse Education TodayRobert Janke, Barbara Pesut, Lynnelle Erbacker Information literacy is an important foundation for evidence-based nursing practice. Librarians, the experts in information literacy, are important collaborators in the process of teaching nursing students information literacy skills. In this article we describe a service learning project, offered in a third year nursing research course, designed to teach information literacy and to enhance students' appreciation of the role of evidence in nursing practice. Students worked in groups, and under the guidance of a nursing instructor and librarian, to answer a question posed by practice-based partners. Through the project students learned essential skills of refining a question, identifying systematic search strategies, gleaning essential information from a study and using a bibliographic management tool. Evaluation of the project indicated that although the project was challenging and labour intensive students felt they learned important skills for their future practice. Several recommendations for further enhancing the collaboration are made.
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Publication year: 2012Source:The Journal of Academic Librarianship, Volume 38, Issue 4Rae-Anne Diehm, Mandy Lupton This paper reports on an empirical study that explores the ways students approach learning to find and use information. Based on interviews with 15 education students in an Australian university, this study uses phenomenography as its methodological and theoretical basis. The study reveals that students use three main strategies for learning information literacy: 1) learning by doing; 2) learning by trial and error; and 3) learning by interacting with other people. Understanding the different ways that students approach learning information literacy will assist librarians and faculty to design and provide more effective information literacy education.
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Publication year: 2011Source:The Journal of Academic Librarianship, Volume 37, Issue 2Stella Korobili, Aphrodite Malliari, Sofia Zapounidou The purpose of this survey is to determine the information-seeking behavior of graduate students of the Faculties of Philosophy (8 Schools) and Engineering (8 Schools) at the Aristotle University of Thessaloniki. Discipline did not seem to affect information-seeking behavior critically. The majority of the sample demonstrated a low to medium level of information-seeking behavior. This survey revealed the need for improving the level of graduate students' information literacy skills.
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Publication year: 2012Source:Journal of Biomedical InformaticsAlla Keselman, Catherine Arnott Smith Emphasis on participatory medicine requires that patients and consumers participate in tasks traditionally reserved for healthcare providers. This includes reading and comprehending medical documents, often but not necessarily in the context of interacting with Personal Health Records (PHRs). Research suggests that while giving patients access to medical documents has many benefits (e.g., improved patient–provider communication), lay people often have difficulty understanding medical information. Informatics can address the problem by developing tools that support comprehension; this requires in-depth understanding of the nature and causes of errors that lay people make when comprehending clinical documents. The objective of this study was to develop a classification scheme of comprehension errors, based on lay individuals’ retellings of two documents containing clinical text: a description of a clinical trial and a typical office visit note. While not comprehensive, the scheme can serve as a foundation of further development of a taxonomy of patients’ comprehension errors. Eighty participants, all healthy volunteers, read and retold two medical documents. A data-driven content analysis procedure was used to extract and classify retelling errors. The resulting hierarchical classification scheme contains nine categories and 23 subcategories. The most common error made by the participants involved incorrectly recalling brand names of medications. Other common errors included misunderstanding clinical concepts, misreporting the objective of a clinical research study and physician’s findings during a patient’s visit, and confusing and misspelling clinical terms. A combination of informatics support and health education is likely to improve the accuracy of lay comprehension of medical documents. Graphical abstract Graphical abstract Highlights ► Taxonomy of errors of lay comprehension of medical documents is feasible. ► This paper offers a classification serving as the beginning of such a taxonomy. ► Content analysis of document retellings is a viable taxonomy building procedure. ► Lay participants had the most trouble with medication names. ► Other difficulties concerned clinical concepts, terms, findings and research aims.
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Publication year: 2012Source:Physics Procedia, Volume 33Zeng Qun, Zhong Xiaocheng Knowledge sharing means that an individual, team and organization share the knowledge with other members of the organization in the course of activities through the various ways. This paper analyzes the obstacle factors in knowledge sharing based on the technical point, and chooses the Blog technology to build a platform for improving knowledge sharing between individuals. The construction of the platform is an important foundation for information literacy education, and it also can be used to achieve online information literacy education. Finally, it gives a detailed analysis of its functions, advantages and disadvantages.
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Publication year: 2012Source:The Journal of Academic Librarianship, Volume 38, Issue 1Nadaleen Tempelman-Kluit
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Publication year: 2012Source:Procedia - Social and Behavioral Sciences, Volume 46H. Maleki, A. Majidi, F. Haddadian, A.M. Rezai, V. Alipour This study reviews the effects of information and communication technology (ICT) on learning and information literacy of students. We used experimental method with pre-test and post-test along with a control group. The statistical population of this research consisted of all male students of the third year of middle school (school year 89-90) in the city of Arak. Using random cluster sampling, 64 students were chosen and placed into two groups of experimental and control after pre-certification testing. Data collection instruments were educational improvement test and standardized information literacy questionnaire. Collected data were analysed using analysis of covariance method, t test, and non- parametric Mann-Whitney U test. Findings showed that general hypothesis of the research were true: information and communication technology (ICT) has a significant effect on learning rate of students; and there is a significant difference between the experimental group and control group regarding information literacy and its features. Based on the results of this study, we recommend educational authorities to use information and communication technologies (ICT) in educational senders in order to improve students’ learning rate and educational quality.
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Publication year: 2012Source:Nurse Education TodayAlison Brettle, Michael Raynor Aim To compare the effectiveness of an online information literacy tutorial with a face-to-face session for teaching information literacy skills to nurses. Design Randomised control trial. Participants Seventy-seven first year undergraduate pre-registration diploma nursing students. Intervention Online in-house information literacy tutorial Comparison One hour face-to-face session, covering the same material as the intervention, delivered by the nursing subject librarian. Methods Search histories were scored using a validated checklist covering keyword selection, Boolean operators, truncation and synonyms. Skills retention was measured at 1month using the same checklist. Inferential statistics were used to compare search skills within and between groups pre and post-session. Results The searching skills of first year pre-registration nursing students improve following information literacy sessions (p
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Publication year: 2011Source:The Journal of Academic Librarianship, Volume 37, Issue 4Michelle S. Millet
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Publication year: 2012Source:The Journal of Academic Librarianship, Volume 38, Issue 5Emmanuel E. Baro, Tarela Keboh Information Literacy (IL) is recognized around the world as an essential skill for the information society. The aim of the paper is to examine the various information literacy practices in university libraries in Africa, to identify the barriers facing IL programmes in Africa, and to provide suggestions on how best to improve IL practices. A survey of five leading university libraries in Africa showed them mainly practicing IL training by means such as library tours/orientation sessions, introductory information skills classes, and teaching advanced information skills (e.g. database searching). There are, however, many barriers: a lack of interest by students, professors, and library management; inadequate human resources to teach IL; lack of facilities; low use of distance education for teaching IL, and an absence of IL policies. This column argues that university authorities in Africa and other developing countries must see the need to provide the necessary facilities such as: computers with Internet connectivity in university libraries, regular power supply, training for librarians on IT, and most of all, librarians should collaborate with other stakeholders in their institutions to ensure IL policy formulation and implementation in their institutions.
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Publication year: 2012Source:The Journal of Academic Librarianship, Volume 38, Issue 5Sharon A. Weiner There is increasing recognition that information literacy is essential for individual and community empowerment, workforce readiness, and global competitiveness. However, there is a history of difficulty in integrating information literacy with the postsecondary educational process. This paper posits that a greater understanding of the organizational functioning of different types of colleges and universities can identify targeted strategies to address this issue. It applies Birnbaum's descriptions of four models of higher education organizations and strategies for effectiveness in each to the problem of institutionalizing information literacy. It proposes strategies for the institutionalization of information literacy based on the differences in these models.
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Publication year: 2011Source:The International Information & Library Review, Volume 43, Issue 4Sylvia Ransom The author spent six months in Bhutan in 2010 at the request of the Royal University of Bhutan (RUB). Her brief was to advise how to improve the standard of the libraries of the ten constituent RUB colleges, particularly relating to library services for users. The original study investigated the current state of RUB academic libraries. Once this state was identified and evaluated, it was necessary to decide what should, and realistically could, be done to improve the constituent libraries and align them more closely to western academic libraries. Very little has been written or published about academic libraries in Bhutan. The main method utilised was situational analysis, involving the design of a rubric for identifying common factors of libraries, followed by time spent working in each library to gather information. In most libraries, this consisted of at least a week spent working with staff and assessing the library. Observation was used and recorded photographically. Also, library staff was interviewed informally, as was staff in the Office of the Vice Chancellor (OVC) of the RUB. At the conclusion of each library visit, a brief report making specific recommendations pertaining to that library was presented to the library staff member in charge; both to provide feedback prior to the final report, and to give library staff documentation to pass on to the campus Director and Dean of Academic Affairs who facilitated the visit. In addition to the brief memoranda provided to each library, a final report was presented to the OVC in a workshop setting with opportunities for stakeholders to ask questions. A more detailed report with supporting appendices was also provided to the OVC. Seven main recommendations were contained in the report with the seventh recommendation having several sub-sections relating to a number of staffing issues. This paper introduces readers to an area of academic librarianship about which little has been written or known outside of Bhutan. The descriptive analysis of Bhutanese academic libraries in 2010 will provide comparative data for other developing countries. Highlights ► Study to recommend improvement to standards of ten constituent Royal University of Bhutan (RUB) libraries. ► Each library assessed and provided a brief report with specific recommendations. ► Recommends implementation of a library management system (LMS) and assignment of dedicated IT staff for libraries. ► Recommends development of a structured information literacy program. ► Recommends improved staff hiring, training and allocation.
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Publication year: 2012Source:The Journal of Academic LibrarianshipDenise R. Denison, Diane Montgomery This study examined the ways that students describe how they look for information for a research project. Sternberg's Triarchic Theory of Intelligence was used to theoretically choose the statements that were sorted by the participants to determine the perceptions of the information-seeking process. Using Q methodology as the research strategy, three unique groups were interpreted from the data analysis and labeled Experienced Critiquers (students who compared information found on free Internet resources to databases), Technology Admirers (students who do not distinguish between free Internet resources and databases), and Extrinsic Motivators (students greatly influenced by additional external factors). Although most college students believe they know how to access scholarly information, the frustrations of the process lead many to settle for less scholarly resources.
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Publication year: 2012Source:Computers & Education, Volume 59, Issue 3Magdalena Claro, David D. Preiss, Ernesto San Martín, Ignacio Jara, J. Enrique Hinostroza, Susana Valenzuela, Flavio Cortes, Miguel Nussbaum This paper describes a study that evaluates fifteen-year-old Chilean students Information and Communication Technology (ICT) skills. The paper presents an operational definition of ICT skills, an instrument measuring these skills as well as the students' results in the test. The definition of ICT skills used considers Chile's curricular framework, functional and cognitive skills. Specifically, ICT skills were defined as the capacity to solve problems of information, communication and knowledge in digital environments. A performance-based assessment was designed in a virtual environment to measure these skills. The analysis of the results showed that the majority of students were able to solve tasks related to the use of information as consumers, i.e., approximately three quarters of the students were able to search for information and half of them were also able to organize and manage digital information. Additionally, they show that very few students were able to succeed in tasks related to the use of information as producers, i.e., only one third of the students were able to develop their own ideas in a digital environment and less than one fifth were able to refine digital information and create a representation in a digital environment. Socioeconomic group, access, daily use and confidence in doing ICT-related activities were all positively associated with higher scores, showing the need to implement strategies to compensate this inequality, possibly by explicitly defining these aims in the national curriculum. Highlights ► We present an operational definition of ICT 21st Century skills. ► A performance-based assessment was designed in a virtual environment. ► The majority of students were able to use information as consumers. ► Very few students succeeded in using information as producers. ► SEG, access, use and ICT confidence were positively related with higher scores.
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Publication year: 2012Source:Safety Science, Volume 50, Issue 2Fuqiang Yang With the rapid development of increasingly complex technology and large scale industrial projects, all kinds of safety problems become extremely intricate in daily safety management (SM). It is therefore indispensable to effectively collect, analyze, assess, and synthesize information that is relevant to accident risk. In this paper, the concept of the information literacy (IL) of professionals in SM is proposed, and a conceptual framework is put forward. Further, determinants of the IL of safety professionals are suggested, including individual attributes, safety climate and culture, information infrastructure, information technology (IT) human resources, production technology and management, and national information policy, law and ethics. Of course, further research on the IL of safety professionals should be carried out for effective SM. Highlights ► The concept of the information literacy of professionals in safety management was proposed. ► A corresponding conceptual framework of the information literacy of professionals in safety management was put forward. ► Determinants of the information literacy of safety professionals were suggested. ► The future directions are given for further study on the information literacy of professionals in safety management.
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Publication year: 2011Source:AORN Journal, Volume 93, Issue 2Michelle M. Byrne
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Publication year: 2012Source:The Journal of Academic Librarianship, Volume 38, Issue 5Katie Greer, Stephanie Swanberg, Mariela Hristova, Anne T. Switzer, Dominique Daniel, Sherry Wynn Perdue Intentional and unintentional plagiarism cases occur frequently and present unique pedagogical challenges for librarians, who often are deemed responsible for ensuring that undergraduates gain a solid understanding of academic integrity issues via information literacy instruction. This article describes the process by which faculty from the Oakland University Libraries and the Oakland University Writing Center developed an online, self-directed academic integrity course aimed at reducing plagiarism on campus. Prior to this course, the library offered a substantially shorter web-based plagiarism tutorial, which was used in course instruction and the Cite Right Program, the writing center's intervention for academic dishonesty. A recent assessment of this tool revealed that it no longer addressed the needs of the campus community. To address its gaps, the library and the writing center collaborated on more substantial content, which is detailed herein.
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Publication year: 2012Source:The Journal of Academic LibrarianshipMónica Colón-Aguirre, Rachel A. Fleming-May This study presents findings from one-on-one interviews with 21 undergraduate students at a large public research university in the southeastern United States. While the preliminary focus of the study was to be students' opinions about and use of Wikipedia as a resource for course-related research, many of the interviews evolved into discussion about the relative merits of freely-available web-based resources as compared with subscription databases. In addition to providing illuminating information about respondents' relationships with Wikipedia and Google, these interviews offered an unexpected glimpse into participants' understanding of the nature of information creation, presentation, and retrieval in the free web-based environment. Additionally, respondents provided valuable insight into the question of why some students rely heavily on library resources while others avoid visiting the physical and virtual library.
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Publication year: 2011Source:Nurse Education Today, Volume 31, Issue 7Allison Wiseman, Khim Horton This paper presents developmental work involving students from the University College Dublin (UCD), Ireland (n=9), University of Surrey, England (n=8) and University of Ljubljana and University of Maribor, Slovenia (n=5) participating in the Erasmus Intensive Programme. The Erasmus programme offers a two week ‘Summer School’ in the Faculty of Health Sciences, University of Maribor, Slovenia. Using a participatory approach, facilitators from both the UCD and Surrey engaged with students from all of the universities to develop scenarios for simulated learning experiences, in the care of older people, for utilisation on an e learning facility and within the simulated clinical learning environment. Students developed key transferable skills in learning, such as information literacy, cultural diversity, team working, communication, and clinical skills acquisition whilst exploring differences in healthcare delivery in other European countries.
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Publication year: 2010Source:The Journal of Academic Librarianship, Volume 36, Issue 6Erik Mitchell, Derrik Hiatt This article presents a case study of the authors' experience using the POGIL method in an information literacy (IL) course. We describe our approach to using POGIL and discuss both the instructor and student observations about the experience. The article concludes with recommendations for future uses of POGIL in IL.
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S0099133310002181&_version=1&md5=ac4e83ce28520c3ac2c4e126d5d24cd7
Publication year: 2010Source:The Journal of Academic Librarianship, Volume 36, Issue 6Bill McMillin
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Publication year: 2012Source:Nurse Education TodayMarc Forster Background Information Literacy is essential to ‘evidence-based practice’; without the ability to locate evidence, evidence-based practice is rendered extremely difficult if not impossible. There is currently little evidence to show how Information Literacy is experienced by nurses or what its parameters are within evidence-based practice and therefore whether Information Literacy educational interventions are actually promoting the correct knowledge and skills. Objective, Design and Methods Using phenomenographic interviews the author will attempt to discover how nurses experience Information Literacy. Insights from the findings will be used to map out its parameters and to put forward a theoretical model for a course or module to develop it effectively. Results This article presents preliminary findings, including 7 draft categories of description of how Information Literacy is experienced in nursing. Conclusions This pilot study indicates that the complete findings may be of significant potential value in the promotion and development of Information Literacy education in nursing. It is argued that such insights into how nurses actually experience the phenomenon of Information Literacy can be used to develop potentially more effective, research-based, educational interventions.
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Publication year: 2011Source:The Journal of Academic Librarianship, Volume 37, Issue 5Heather Sanderson Librarians are using learning styles as a tool to engage students and enhance their teaching. However, a review of the literature reveals that learning styles theory is complex and problematic. It is important to base our practice on sound pedagogy. This critical examination of learning styles explores the issues surrounding them and what they can offer to information literacy.
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Publication year: 2011Source:The Journal of Academic Librarianship, Volume 37, Issue 2Margaret Fain Assessment data from 5 years of a pretest/posttest with first-year students was analyzed using McNemar's test. The results show that revisiting previous assessment data can identify significant changes in information literacy skill development.
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Publication year: 2011Source:The Journal of Academic Librarianship, Volume 37, Issue 4Alice L. Daugherty, Michael F. Russo The authors wished to measure the degree to which a library information literacy course establishes a foundation for life-long learning. A web-based survey was administered to 2147 currently-matriculating Louisiana State University students who had taken the one-credit information literacy course, Library and Information Science (LIS) 1001 (Research Methods and Materials). Though the response rate was relatively low, the survey revealed clear evidence that students continue to use the materials and skills taught in the course throughout their college careers for both course work and personal research.
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Publication year: 2010Source:Serials Review, Volume 36, Issue 4Sharon A. Weiner
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Publication year: 2011Source:The Journal of Academic Librarianship, Volume 37, Issue 2María Pinto The IL-HUMASS survey is applied to a sample of Spanish Social Sciences and Humanities students in an attempt to gain a better understanding of their information literacy from an internal perspective. We analyze scores for three dimensions (motivation, self-efficacy and learning habits) of each of the survey's 26 variables, grouped into 4 categories (search, evaluation, processing, and communication-dissemination of information).
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Publication year: 2011Source:Library Collections, Acquisitions, and Technical Services, Volume 35, Issue 1Carolyn J. McCallum, Bobbie L. Collins This article examines the collaborative teaching approaches between a cataloger and reference librarian. It discusses the role of instruction in liaison and collection development work, skills required to teach information literacy classes, and reviews case studies that inform the question of what skills and roles these two fields of librarianship contribute to information literacy instruction. Case studies describe the cooperative teaching partnership, examine each librarian's contribution to the collaborative effort, and discuss the benefits of partnering with other colleagues. Moreover, this study suggests liaison duties that include collection development responsibilities are enhanced by participating in instructional activities for assigned academic departments. Research Highlights ► Case study suggests liaison duties that include collection development responsibilities are enhanced by participating in instructional activities for assigned academic departments. ► Catalogers' skill sets are useful in teaching key information literacy concepts and skills in information literacy classes. ► Collaboration with colleagues is an effective strategy in today's workplace environment.
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