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Journal Cover Journal of Information Literacy
  [592 followers]  Follow
    
  This is an Open Access Journal Open Access journal
   ISSN (Print) 1750-5968
   Published by Loughborough University Library Homepage  [1 journal]
  • Positive disruptions

    • Authors: Emma Coonan
      Pages: 1 - 2
      PubDate: 2016-06-09
      Issue No: Vol. 10, No. 1 (2016)
       
  • Instructor perceptions of student information literacy: comparing
           international IL models to reality

    • Authors: Patricia Sandercock
      Pages: 3 - 29
      Abstract: This study assesses the information literacy (IL) perceptions of instructors at a technical college in the Middle East, the College of the North Atlantic - Qatar. Students at this college are instructed in four areas of study – engineering technology, information technology, business studies and health sciences – which takes place exclusively in English and uses a Canadian curriculum. A web-based survey sent to instructors asked questions in two general areas on their perceptions of student information literacy based on the Society of College, National and University Libraries (SCONUL) definition. Initially, over half of the respondents believed that their students were information literate. However when asked a series of questions about each of the seven IL skills identified by SCONUL, there was a large discrepancy between what skills instructors wished their students achieved, versus what was actually achieved by the end of their programme. Students’ inability to critically evaluate sources of information was seen as the weakest skill by instructors and was considerably lower than the skill level reported by university professors in similar studies. Instructors also conveyed their belief that students lacked strategies when searching for information. When compared to faculty perceptions of students in universities, overall perceptions of IL competency of college students in this study are lower. The study reinforced the need to provide students with tools/strategies to cope with large volumes of information and, when searching, to select appropriate and credible sources of information for both academic and personal uses.
      PubDate: 2016-06-09
      Issue No: Vol. 10, No. 1 (2016)
       
  • Student perspectives: redesigning a research assignment handout through
           the academic literacies model

    • Authors: Alison Hicks
      Pages: 30 - 43
      Abstract: This study explores student responses to a research assignment handout that was redesigned in light of the recommendations from a 2010 Project Information Literacy report. Framed through Lea and Street’s Academic Literacies model, which positions information literacy as a social and situated practice rather than as a generic skill set or a process of socialisation, this study uses a descriptive survey method (annotations and a questionnaire) to demonstrate that the addition of disciplinary context helped to scaffold students’ critical engagement with scholarly conventions as well as with the broader information landscape.  The study concludes by calling for renewed librarian engagement with alternative theoretical frameworks of literacy as well as the inclusion of student perspectives into studies of academic learning.  
      PubDate: 2016-06-09
      Issue No: Vol. 10, No. 1 (2016)
       
  • Auditing information literacy skills of secondary school students in
           Singapore

    • Authors: Shaheen Majid, Yun-Ke Chang, Shubert Foo
      Pages: 44 - 66
      Abstract: The aim of this study was to assess the information literacy (IL) and cyber-wellness skills of secondary 3 (grade 9) students, who are aged 14-15, in Singapore. The Ministry of Education in Singapore has introduced aspects of IL in schools through incorporating components into the syllabi of various subjects. A pilot-tested online survey, validated by IL experts from Canada, Hong Kong, Kuwait and Thailand, was used for data collection. The survey was taken by 2,458 students from 11 secondary schools in different geographical zones of Singapore. It was found that the use of school libraries and their resources was at a very low level. The majority of the students approached classmates and friends for help in solving their information-related problems. Only a small fraction consulted their school librarian. The overall IL assessment score showed that the students possessed a ‘middle’ level of IL skills which is better than previous (pre-curriculum integration) IL assessment studies in Singapore. As curriculum-embedded IL skills are taught by subject teachers, their level of preparedness could be a matter of concern. Similarly, fragmentation of IL concepts in different subject textbooks may cause co-ordination problems among teachers. This paper highlights the need for developing a roadmap for providing IL skills at different grade levels and in different subject areas. It is expected that the findings of this study will be useful to curriculum planners, teachers, schools librarians and others involved in IL education.    
      PubDate: 2016-06-09
      Issue No: Vol. 10, No. 1 (2016)
       
  • Using the I-LEARN model for information literacy instruction

    • Authors: Stacey Greenwell
      Pages: 67 - 85
      Abstract: With the increasing availability of information and the importance of lifelong information literacy (IL) skills, instructional designers, school media specialists, and librarians need to determine how to best design IL teaching in order to help students locate, evaluate, and use information more effectively. This paper describes the first experimental research study conducted to determine how teaching designed using the I-LEARN model could increase student understanding and application of IL concepts and offer recommendations for future implementations of the model. The experimental study described in this article examined whether IL skills teaching designed using the I-LEARN model increased student understanding and application of  IL concepts. The experimental group received an instruction session and a library research guide designed using the I-LEARN model, and the control group received an instruction session and a library research guide designed using a systems model. While the analysis of the results of pre- and post-test scores and scores on a citation analysis showed that there was no significant difference between the two groups, students in the experimental group used the I-LEARN-designed research guide more often than students in the control group and self-reported benefits of using the I-LEARN-designed research guide.
      PubDate: 2016-06-09
      Issue No: Vol. 10, No. 1 (2016)
       
  • Find the gap: evaluating library instruction reach using syllabi

    • Authors: Erin Alcock, Kathryn Rose
      Pages: 86 - 98
      Abstract: Academic libraries deliver library instruction, but how good are practitioners at measuring the effectiveness of their efforts? One medium-sized Canadian university library undertook a new approach to assessing its library instruction programme by collaborating with faculty members and engaging with their course content. Looking initially at recently-offered information literacy (IL) sessions, the study challenged commonly-held assumptions on the programme, and established a number of broad conclusions. All faculty members from two disciplines were invited to submit syllabi for courses taught in the past few years. In addition to those courses that regularly scheduled sessions in the library, the authors received course content from instructors that had not traditionally booked library instruction, providing a unique opportunity for analysis and to learn about research content in the course, requirements of independent use of the library, inclusion of standards on academic integrity, inclusion of a cumulative project, the presence of library instruction, critical thinking, library assignments, general reference to the library and its resources, and whether professors conduct library-type instruction. The findings point to a number of strengths and weaknesses of the library’s instruction programme for these departments, and challenged a number of assumptions. The absence of a library instruction session did not mean the absence of a research requirement or required library usage. The conclusions from the syllabi analysis suggest a need for diversification of services associated with library instruction and increased collaboration between librarians and faculty to support student learning and research. The impact of this study will be seen in both future library instruction programme evaluation and the strengthening of that programme. The results, with the potential to expand to other disciplines, will help inform the development of new methods of delivering library services that support faculty instruction patterns, consultative course planning and collaborative teaching. This project has presented new lines of inquiry for long-term IL programmes across undergraduate curricula within each discipline.
      PubDate: 2016-06-09
      Issue No: Vol. 10, No. 1 (2016)
       
  • Information: interactions and impact (i3) 2015

    • Authors: Geoff Walton, Dorothy Williams
      Pages: 99 - 101
      PubDate: 2016-06-09
      Issue No: Vol. 10, No. 1 (2016)
       
  • Digital literacy and digital inclusion TeachMeets in London and Leeds

    • Authors: Jacqueline Geekie
      Pages: 102 - 103
      PubDate: 2016-06-09
      Issue No: Vol. 10, No. 1 (2016)
       
  • LILAC 2016: interviews with bursary winners

    • Authors: Anna Theis
      Pages: 104 - 106
      PubDate: 2016-06-09
      Issue No: Vol. 10, No. 1 (2016)
       
  • LILAC 2016: reflections

    • Pages: 107 - 108
      PubDate: 2016-06-09
      Issue No: Vol. 10, No. 1 (2016)
       
  • Research-based practice in libraries summit 2016

    • Authors: Priya Thomas
      Pages: 109 - 111
      PubDate: 2016-06-09
      Issue No: Vol. 10, No. 1 (2016)
       
  • LOEX 2016: Learning from the past, building for the future

    • Authors: Katelyn Angell
      Pages: 112 - 114
      PubDate: 2016-06-09
      Issue No: Vol. 10, No. 1 (2016)
       
  • Measuring value: the impact of information literacy and its evaluation

    • Pages: 115 - 116
      PubDate: 2016-06-09
      Issue No: Vol. 10, No. 1 (2016)
       
  • Book review of Upson, M., Hall, C.M. and Cannon, K. 2015. Information now:
           a graphic guide to student research. Chicago: University of Chicago Press.
           

    • Authors: Niamh Tumelty
      Pages: 117 - 118
      PubDate: 2016-06-09
      Issue No: Vol. 10, No. 1 (2016)
       
  • Book review of Jacobson, T.E. and Mackey, T.P (eds). 2015. Metaliteracy in
           practice. London: Facet.

    • Authors: Jess Haigh
      Pages: 119 - 120
      PubDate: 2016-06-09
      Issue No: Vol. 10, No. 1 (2016)
       
 
 
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