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Journal of Information Literacy
Journal Prestige (SJR): 0.495
Citation Impact (citeScore): 1
Number of Followers: 803  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1750-5968
Published by Loughborough University Library Homepage  [1 journal]
  • Reading between the lines

    • Authors: Emma Coonan
      Pages: 1 - 3
      PubDate: 2018-12-04
      DOI: 10.11645/12.2.2563
      Issue No: Vol. 12, No. 2 (2018)
       
  • The seven voices of information literacy (IL)

    • Authors: Veronica Cunningham, Dorothy Williams; Professor
      Pages: 4 - 23
      Abstract: The purpose of this research was to discover the conceptions of information literacy (IL) prevalent across multiple stakeholder groups in an international middle school community. The research involved students, parents, teachers, librarians, IT personnel, administrators and leadership in recorded focus group discussions. Using a phenomenographic approach the qualitatively different ways that stakeholder groups understood IL were revealed. The study found extensive variation in the ways IL is understood, revealing 27 different conceptions of IL shared to varying degrees across stakeholder groups. The findings add to our knowledge of IL in several ways: several new conceptions of IL surfaced from this more diverse sample and new light was shed on the way that people’s perceptions and experience of their information context influences their thinking about IL. The article fills a gap in the literature on two levels: firstly, by providing a multi-stakeholder perspective on IL offsetting the multitude of single stakeholder IL studies and secondly by focusing on an international middle school environment which has not been a context for IL research in the recent past.
      PubDate: 2018-12-04
      DOI: 10.11645/12.2.2332
      Issue No: Vol. 12, No. 2 (2018)
       
  • Source evaluation behaviours of first-year university students

    • Authors: Elise Silva, Jessica Green, Cole Walker
      Pages: 24 - 43
      Abstract: Researchers at Brigham Young University studied first-year students’ information evaluation behaviours of open-access, popular news-based, non-academic source material on a variety of subjects. Using think-aloud protocols and screen-recording, researchers coded most and least used evaluation behaviours. Students most used an article’s sources, previous experience with the source or subject matter, or a bias judgement to decide whether the source was reliable. Researchers also compared what students said was important when evaluating information vs. what behaviours students actually exhibited and found significant differences between the two. Namely, students did not think their previous experience or bias judgement affected the way they assessed sources; however, both behaviours played prominently in their observed source evaluation techniques across the study.
      PubDate: 2018-12-04
      DOI: 10.11645/12.2.2512
      Issue No: Vol. 12, No. 2 (2018)
       
  • Drawing on students’ funds of knowledge

    • Authors: Amanda L. Folk
      Pages: 44 - 59
      Abstract: Despite programmes and initiatives intended to enable access to higher education for underrepresented students, higher education in the United States suffers from a persistent social class achievement gap. Although research exists about the social and academic factors that contribute to the social class achievement gap, one ubiquitous practice in higher education has been neglected – the research assignment. In this article, I share a subset of findings from a qualitative study that explores first-generation college students’ experiences with research assignments in college. In particular, I present four case studies of participants who relied on their identities and prior knowledge to successfully a complete research assignment. Finally, I introduce the funds of knowledge concept, which honours students’ identities and lived experiences, to provide a conceptual approach for engaging underrepresented and minoritised students through research assignments.
      PubDate: 2018-12-04
      DOI: 10.11645/12.2.2468
      Issue No: Vol. 12, No. 2 (2018)
       
  • Comics, questions, action!

    • Authors: Stephanie Margolin, Mason Brown, Sarah Ward
      Pages: 60 - 75
      Abstract: In a four-session Summer Bridge programme, we experimented with new curricular and pedagogical ideas with a group of incoming freshmen. We developed the Comics-Questions Curriculum (CQC), which melds students’ question asking with a focus on comics. The purpose of this paper is to describe the rationale for and ongoing development of the CQC as well as the ways the CQC fosters engagement of students and librarians, builds upon students’ existing skills but propels them forward toward college-level work, and positions librarians as partners in students’ college work. Although it was designed for a specific purpose initially, the CQC in its current state is widely adaptable to other contexts beyond the original scope.
      PubDate: 2018-12-04
      DOI: 10.11645/12.2.2467
      Issue No: Vol. 12, No. 2 (2018)
       
  • Information literacy as a measurable construct

    • Authors: Helena Hollis
      Pages: 76 - 88
      Abstract: Though definitions of Information Literacy (IL) vary, there is consensus in the literature that it is one coherent variable or measurable construct so important it has been called a human right (Sturges & Gastinger, 2010). This paper reviews existing IL measures, treating them as psychometric tests, aiming to address two questions: do existing IL tests sufficiently meet the needs of researchers and what do the tests tell us about whether or not there truly is a single variable identifiable as IL'   Existing instruments for testing IL will be assessed. Only validated, freely available, testing instruments are considered. All of the current IL tests of this type are context bound to education, and are often domain-specific. These are only useful for researchers looking to assess these particular populations. However, if IL is a human right it ought to be a construct that exists across all human populations. The context and domain specificity of existing IL tests is therefore surprising; it implies that IL is something specific to higher education, not a factor in the population at large.   This paper therefore argues for a need to develop validated testing instruments for IL that are context and domain independent and made freely available. The review of IL tests will benefit researchers looking to investigate IL. The broader argument of this paper aims to be of interest to a wider library and information science audience seeking to understand whether IL is indeed a coherent singular construct.
      PubDate: 2018-12-04
      DOI: 10.11645/12.2.2409
      Issue No: Vol. 12, No. 2 (2018)
       
  • Supporting open information literacy via hybridised design experiments

    • Authors: Kristen Radsliff Rebmann
      Pages: 89 - 97
      Abstract: This report discusses a project that forms connections between design experiment and informed learning approaches to designing learning activities supportive of open information literacy and scholarly communication among library and information science graduate students. Open information literacy is defined as information literacy relating specifically toward leveraging open access and open educational resources. Focus is placed on implications for research and practice by exploring one example of a hybridised, informed learning design experiment that fused subject content and open information practice. This project report represents an early step in thinking about the possibilities of infusing informed learning research structures and strategies with design experiments.
      PubDate: 2018-12-04
      DOI: 10.11645/12.2.2510
      Issue No: Vol. 12, No. 2 (2018)
       
  • Beyond databases

    • Authors: Dana Ingalls
      Pages: 98 - 112
      Abstract: Students majoring in Dietetics have somewhat different information literacy (IL) requirements than do students in other disciplines. To meet this need, an IL workshop tailored for them, incorporating the IL Framework for Higher Education, was offered in two successive years, and pre- and post- assessment was conducted. Data from the assessment showed is the workshop to be successful in increasing students’ knowledge of and ability to apply IL skills, as scores rose significantly in both years’ cohorts. This study presents a novel approach to IL instruction for a specific user group and discusses how to integrate the Framework into undergraduate instruction.
      PubDate: 2018-12-04
      DOI: 10.11645/12.2.2344
      Issue No: Vol. 12, No. 2 (2018)
       
  • Putting levity into literacy

    • Authors: Bogdana A. Marchis
      Pages: 113 - 120
      Abstract: Students believe that mandatory library workshops are boring and by default so are library instruction videos, but they do not have to be so. The Stanford Libraries have created a series of professionally produced videos, which are examples of effective ways to inject levity into literacy while conveying high-level academic content. Professor and student feedback confirmed that these videos held their attention and are therefore worth the expense incurred in creating them. This paper describes an original and effective method of introducing library services to students through engaging, professionally produced videos.
      PubDate: 2018-12-04
      DOI: 10.11645/12.2.2488
      Issue No: Vol. 12, No. 2 (2018)
       
  • Examining student perceptions of their knowledge, roles, and power in the
           information cycle

    • Authors: Lucinda Rush
      Pages: 121 - 130
      Abstract: This project report describes a collaborative effort between librarians, staff, local journalists and students at Old Dominion University (Norfolk, VA) to provide a venue for a discussion about ‘fake news’. Post-event questionnaire results are analysed to explore what students learned as a result of attending the event as well as student perceptions of their own understanding and ownership of the roles that they can play in the information cycle.
       
      PubDate: 2018-12-04
      DOI: 10.11645/12.2.2484
      Issue No: Vol. 12, No. 2 (2018)
       
  • When the library steps in

    • Authors: Joseph Marmol Yap, April Ramos Manabat
      Pages: 131 - 141
      Abstract: Media and information literacy (MIL) was recently introduced in the Philippines although it has been the talk of the town since the Grunwald Declaration on media education in 1982. De La Salle University (DLSU) Libraries is an active partner in promoting MIL and decided to support this as part of its information literacy campaign. This project report provides an overview of a seminar-workshop programme on MIL conducted at DLSU Libraries for public school teacher-librarians. The programme is based on a United Nations Educational, Scientific and Cultural Organization (UNESCO) publication entitled ‘Pedagogies of Media and Information Literacies’ which has five modules: Understanding media and information literacy; Young people as global media audiences; Media cultures and technologies; How to interpret media; Cooperation and sharing ideas. The project report acknowledges how the participants were able to grasp and understand the MIL values and how they were able to apply these values in their own workplace. Finally, the report shares analyses of the participants’ reviews of the programme.
      PubDate: 2018-12-04
      DOI: 10.11645/12.2.2514
      Issue No: Vol. 12, No. 2 (2018)
       
  • Does lilac tone you up or calm you down'

    • Authors: Tibor Koltay
      Pages: 142 - 143
      PubDate: 2018-12-03
      DOI: 10.11645/12.2.2548
      Issue No: Vol. 12, No. 2 (2018)
       
  • ECIL 2018

    • Authors: Alison Hicks
      Pages: 144 - 145
      PubDate: 2018-12-01
      DOI: 10.11645/12.2.2535
      Issue No: Vol. 12, No. 2 (2018)
       
  • Book review of Oberlies, M. K. and Mattson, J. (eds). 2018. Framing
           information literacy: Teaching grounded in theory, pedagogy, and practice.
           Chicago: Association of College and Research Libraries

    • Authors: Anna Lavinia Barefoot
      Pages: 146 - 147
      PubDate: 2018-12-04
      DOI: 10.11645/12.2.2522
      Issue No: Vol. 12, No. 2 (2018)
       
  • Book review of Veach, G. (ed.) 2018. Teaching information literacy and
           writing studies: Volume 1, first-year composition courses

    • Authors: Evangelia Bougatzeli
      Pages: 148 - 149
      PubDate: 2018-12-04
      DOI: 10.11645/12.2.2557
      Issue No: Vol. 12, No. 2 (2018)
       
  • Book review of Proffitt, M. (ed.) 2018. Leveraging Wikipedia: connecting
           communities of knowledge

    • Authors: Sebastian Krutkowski
      Pages: 150 - 151
      PubDate: 2018-12-04
      DOI: 10.11645/12.2.2526
      Issue No: Vol. 12, No. 2 (2018)
       
  • Book review of Brown, E. H. 2018. Learning through metaphor

    • Authors: Kirsten Lamb
      Pages: 152 - 153
      PubDate: 2018-12-01
      DOI: 10.11645/12.2.2556
      Issue No: Vol. 12, No. 2 (2018)
       
  • Book review of Walsh, A. 2018. The librarians’ book on teaching
           through games and play

    • Authors: Amy Straker
      Pages: 154 - 155
      PubDate: 2018-12-01
      DOI: 10.11645/12.2.2552
      Issue No: Vol. 12, No. 2 (2018)
       
 
 
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