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Journal of Information Literacy

[369 followers] Follow
This is an Open Access Journal

Open Access journal
ISSN (Print) 1750-5968
Published by Loughborough University Library

[1 journal]

'The Road to information literacy' IFLA Satellite meeting in Finland
- Authors: Maria Bell, Katy Wrathall
  PubDate: 2012-11-26
  Issue No: Vol. 6 (2012)
IFLA 2012 conference report
- Authors: Louise Doolan
  PubDate: 2012-11-26
  Issue No: Vol. 6 (2012)
Reflection for learning: understanding the value of reflective writing for information literacy development
- Authors: Pamela McKinney, Barbara A Sen
  Abstract: Reflective writing has long been acknowledged as an important aspect of personal and professional development. There is increasing evidence of the use of reflective writing assessments and activities in the context of information literacy (IL) education, particular in higher education (HE). Writing reflectively can help students to understand their own IL development and engage in deeper learning. Students on an undergraduate business intelligence module at the University of Sheffield completed a piece of reflective writing about their IL development as part of the assessed work for the module. This writing was mapped against a model of reflection and a model of IL to understand the depth and spread of reflection offered by these students. The results showed that students had chosen to reflect in some but not all areas of IL, and the depth of reflection was variable. However, the aspects of IL where students were reflective illustrated that the learning outcomes of the module had been met. Mapping reflective statements against models of reflection was found to aid in the analysis and assessment of the reflective writing. The analysis undertaken by the researchers supported their own reflective practice as scholars of teaching and learning.
  
  PubDate: 2012-11-26
  Issue No: Vol. 6 (2012)
'Digital fluency': towards young people's critical use of the internet
- Authors: Carl Miller, Jamie Bartlett
  Abstract: The rise of the internet as the greatest source of information for people living in the UK today poses an acute challenge to the information literacy (IL) community. The amount and type of material available a mouse click away is both liberating and asphyxiating. There are more e-books, trustworthy journalism, niche expertise and accurate facts at our fingertips than ever before, but also mistakes, half-truths, propaganda and misinformation. This article presents research on how well young people are being equipped to meet the challenge of sorting good information from bad. It reviews current literature on the subject, and presents a new poll of over 500 teachers. With analysis supplemented by additional correspondence from librarians and other IL professionals, it argues that there is strong evidence that the web is fundamental to pupils’ learning and lives, but that many are not careful, discerning users of the internet. They are unable to find the information they are looking for, or they trust the first thing they see. This makes them vulnerable to the pitfalls of ignorance, falsehoods, cons and scams. The article proposes the appropriate response to be to embed ‘digital fluency’ – a tripartite concept constituting critical thinking, net savviness and diversity – at the heart of learning, in order to create a pedagogical framework fit for the information consumption habits of the digital age. It should be noted that both authors recognise the importance of non-teaching information literacy professionals in these debates. They recognise that the poll’s focus on teachers was too narrow, and have endeavoured, subsequent to the poll, to consult more widely in their research.
  PubDate: 2012-11-18
  Issue No: Vol. 6 (2012)
JIL begins a new chapter
- Authors: Jane Secker
  PubDate: 2012-11-18
  Issue No: Vol. 6 (2012)
Indicators of adult information literacy
- Authors: Ralph Catts
  Abstract: Information literacy, defined as the capacity to locate, evaluate and use information to create new knowledge, is a core adult life skill and an extension of the notion of functional literacy. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has identified information literacy as an essential capacity for participation in the knowledge economy and has included this construct as a strategic priority in the Information for All Programme (IFAP). To support this initiative UNESCO has commissioned research to consider whether a household survey could be used to identify the extent to which people in member states are information literate in all aspects of their life, including work and lifelong learning, and in relation to their personal well-being, and in their participation in civil society. United Nations agencies use surveys to provide indications of the extent to which various agreed objectives are being achieved. These include international surveys of education and of health and well-being. This paper reports on an investigation aimed at determining whether indicators of information literacy could be identified by secondary analysis of existing data collected in other household surveys. It was concluded that information literacy has unique elements that are not encompassed in the surveys that were examined.
  PubDate: 2012-11-18
  Issue No: Vol. 6 (2012)
Mobile information literacy: a preliminary outline of information behaviour in a mobile environment
- Authors: Andrew Walsh
  Abstract: The purpose of this paper is to examine the idea that information searching and use may vary with the widespread use of internet capable mobile devices. It highlights areas of existing literature that report variation in information searching and use on mobile devices, in addition to reporting on the results of a small set of semi-structured interviews. This was a small qualitative study, interviewing five experienced and confident users of mobile devices, which will not show the full range of mobile behaviour in seeking for and using information on the move.It gives a starting point to consider how information behaviour may change between fixed and mobile environments.
  PubDate: 2012-11-18
  Issue No: Vol. 6 (2012)
British and Irish Association of Law Librarians (BIALL) Legal Information Literacy Statement
- Authors: Natasha Choolhun, Ruth Bird
  PubDate: 2012-11-18
  Issue No: Vol. 6 (2012)
Information Literacy Passport for clinical students and clinicians
- Authors: Colin Engel
  PubDate: 2012-11-18
  Issue No: Vol. 6 (2012)
Assessing students’ information literacy skills in two secondary schools in Singapore
- Authors: Yun-ke Chang, Xue Zhang, Intan Azura Mokhtar, Schubert Foo, Shaheen Majid, Brendan Luyt, Yin-leng Theng
  Abstract: Appropriately measuring information literacy skills is essential to understand their educational impact as well as exploring pedagogies to improve teaching of these skills. This paper reports findings of a baseline study to understand the information literacy level of secondary school students in Singapore. A comprehensive instrument encompassing a new dimension of ethical usage of information as well as major IL principles and guidelines was developed for data collection. A total of 298 responses were gathered through the online survey. The findings indicate that overall there was a scope to improve students’ IL skills. That stated, higher order IL skills (such as information use, synthesis, and evaluation) demand more attention, as comparatively lower levels of proficiency were observed in this study.
  PubDate: 2012-11-17
  Issue No: Vol. 6 (2012)
Developing SMILE using OERs and existing resources at Glasgow Caledonian University
- Authors: Marion Kelt
  PubDate: 2012-11-17
  Issue No: Vol. 6 (2012)
Sharing and reuse of information literacy resources across higher education libraries in the United Kingdom: a student’s view.
- Authors: Samantha Appleyard
  PubDate: 2012-11-17
  Issue No: Vol. 6 (2012)
Book review of Gilton, D. L. (2012) Lifelong learning in public libraries: principles, programs and people Lanham: Scarecrow Press.
- Authors: John Crawford
  PubDate: 2012-11-17
  Issue No: Vol. 6 (2012)
Book Review of Wilkinson, C., and Bruch, C., (Eds.). (2012). Transforming information literacy programs: Intersecting frontiers of self, library culture, and campus community.
- Authors: Monica Twork
  PubDate: 2012-11-17
  Issue No: Vol. 6 (2012)
Conference report from the International Conference on Media and Information Literacy for Knowledge Societies
- Authors: Nancy Graham
  PubDate: 2012-11-15
  Issue No: Vol. 6 (2012)
Poster presentations as an assessment tool in a third/college-level Information Literacy course: an effective method of measuring student understanding of library research skills
- Authors: JaNae Kinikin, Keith Hench
  Abstract: This paper examines the impact that poster presentations have had in increasing student knowledge, engagement and interest in learning and understanding library research skills in a college-level, general education information literacy class. Many general education library classes use an annotated bibliography as a summative assessment of students’ learning in the course; however, this type of assessment does not provide a good method to evaluate students’ knowledge of research skills. In place of this bibliography a poster session was used to evaluate and assess student understanding of library research skills. The poster presentations allow the instructor to evaluate how the students applied their library research skills to locate information to answer research questions. Additionally, the presentations provide the students with the opportunity to share what they have learned with their classmates and invited guests and to learn more about each other’s topics.More than 100 students have had the opportunity to present a poster and to share what they have learned. The poster consists of a summary of what was learned about the research question, reasons why the question was chosen and three citations. Students have commented that they have enjoyed the experience of learning more about their selected research topics and sharing what they have learned with their classmates. Researching a topic of interest to the student results in greater understanding and more interest in learning and using library research skills. The poster presentation helps students make a stronger connection between the skills required to find the information and their ability to communicate what they have learned about their research question. When designing information literacy programs, poster presentations showcasing the students’ research process should be considered as an alternative form of assessment that can be used to evaluate student learning in a general education library skills class. Additionally, a poster presentation assessment addresses Standards 1 through 5 of the ACRL (Association of College & Research Libraries) Information literacy competency standards for higher education and demonstrates the students’ ability to meet the course learning objectives.This article is based on a paper presented at LILAC 2012.
  PubDate: 2012-11-05
  Issue No: Vol. 6 (2012)
Meeting information literacy outcomes: Partnering with faculty to create effective information literacy assessment
- Authors: Debra Anne Hoffmann, Kristen LaBonte
  Abstract: This paper outlines the attempt by librarians at California State University Channel Islands (CI) to authentically assess the information literacy levels of first-year and third-year students, their partnership with faculty from CI’s writing and rhetoric programme in receiving a grant for this endeavour, the creation of a rubric and specialised assignment to facilitate the assessment process and the initial assessment data that came from the three-year grant period. Information gathered during our pilot study suggests that student information literacy proficiency levels can been determined by assessing student writing assignments, and that a targeted rubric is an effective authentic assessment measure in this endeavour. This study is of use to practising librarians as it highlights the efforts of the authors to partner with faculty, not only in assessing student papers, but also in creating a rubric and specialised bibliography assignment that can be used by librarians and faculty at their institutions. This article is based on a paper presented at LILAC 2011.
  PubDate: 2012-11-05
  Issue No: Vol. 6 (2012)
Book Review of Badke, W. (2012). Teaching research processes: the faculty role in the development of skilled student researchers. Oxford: Chandos.
- Authors: Andrew Whitworth
  PubDate: 2012-11-05
  Issue No: Vol. 6 (2012)
Social media, authentic learning and embedded librarianship: a case study of dietetics students
- Authors: Rebecca K. Miller
  Abstract: Recent studies and reports indicate that social media tools have changed the way that people access and disseminate information. Social information, or information that is communicated and made accessible through social media networks and tools, represents a growing collection of information used by consumers, researchers and even healthcare practitioners. Undergraduate students preparing to enter the healthcare field need to understand how to use social information to reach consumers and share scholarship with other healthcare professionals. Using the dietetics curriculum at Virginia Tech in Blacksburg, VA, as a case study, this paper describes how a liaison librarian highlighted particular areas of the curriculum that she could support through information literacy instruction and embedded librarianship. By collaborating with a faculty member and using objectives from both the Association of College & Research Libraries’ Information Literacy Standards for Science and Engineering/Technology and the Accreditation Council of Education in Nutrition and Dietetics’ 2008 Foundation Knowledge and Competencies-Dietitian Education, she developed an authentic learning experience for students in the programme. Formal and informal assessments indicated that the entire project met a significant need in the dietetics curriculum and successfully engaged students by having them negotiate the social web in an authentic learning environment. This article is based on a paper presented at LILAC 2012.
  PubDate: 2012-11-05
  Issue No: Vol. 6 (2012)