for Journals by Title or ISSN
for Articles by Keywords
Followed Journals
Journal you Follow: 0
Sign Up to follow journals, search in your chosen journals and, optionally, receive Email Alerts when new issues of your Followed Journals are published.
Already have an account? Sign In to see the journals you follow.
Journal Cover Journal of Information Literacy
  [569 followers]  Follow
  This is an Open Access Journal Open Access journal
   ISSN (Print) 1750-5968
   Published by Loughborough University Library Homepage  [1 journal]
  • Innovative approaches: information, identity and the individual

    • Authors: Emma Coonan
      Pages: 1 - 5
      PubDate: 2015-11-25
      Issue No: Vol. 9, No. 2 (2015)
  • Can playing Minecraft improve teenagers’ information literacy?

    • Authors: Sandra Bebbington, Andre Vellino
      Pages: 6 - 26
      Abstract: Some research suggests that a significant number of Generation Z teenagers (those born in the late 1990s or early 2000s) display an insufficient level of information literacy (IL) to function effectively in an information-based society. Yet many of them are gamers who succeed at accomplishing game-related tasks that require a number of IL skills such as information seeking, the critical assessment of sources and relevance ranking of information. This paper describes the results of an interpretive case study of the information behaviours of teenage gamers that supports the hypothesis that the online game Minecraft supports the development of such IL skills. The online interactions of 510 participants of a public discussion forum on Minecraft and interviews from eight teenage Minecraft gamers, as well as the game itself, were analysed. This study suggest that some aspects of Minecraft’s design effectively induce players to seek out game-related information in affinity spaces (online informal learning spaces), select appropriate sources, evaluate the information shared by fellow gamers and decide which information best satisfies their needs.
      PubDate: 2015-11-24
      Issue No: Vol. 9, No. 2 (2015)
  • Using connectivism to guide information literacy instruction with tablets

    • Authors: Andrea Wilcox Brooks
      Pages: 27 - 36
      Abstract: Connectivism provides a lens for librarians to design meaningful information literacy (IL) instruction because it integrates student learning with the digital age and with the constantly-evolving nature of information. The purpose of this paper is to extend the discussion on connectivism and IL to the use of tablet devices. Mobile devices, such as smartphones and tablets, are popular on college campuses and are gaining ground as an educational tool. However, prior to implementing new technology in the classroom, educators should be able to explain the instructional purpose of the technology and how it will enhance or enable learning. This article presents an overview of connectivist theory, the theory’s relationship to IL, and the use of tablets during instruction. The author provides examples of a connectivist approach to IL instruction that incorporates the use of iPads. 
      PubDate: 2015-11-25
      Issue No: Vol. 9, No. 2 (2015)
  • Picking up the cool tools: working with strategic students to get
           bite-sized information literacy tutorials created, promoted, embedded,
           remembered and used

    • Authors: Hazel Rothera
      Pages: 37 - 61
      Abstract: This small-scale practical action research project set out to investigate how undergraduate Primary Teacher Education students in a UK university find and evaluate information, and whether short online tutorials hosted in the university’s Virtual Learning Environment (VLE) could support their information literacy development. Surveys and focus groups were used to explore students' information-seeking behaviours. Students then collaborated with the researcher in selecting, designing and creating a series of short video tutorials demonstrating key information literacy-related Library tools.The project found that many students navigate both physical and online information environments with their focus on immediate short-term goals, without exploring; that key IL messages only communicated once are quickly forgotten; and that without frequent reminders of Library tools students devise their own workarounds to their IL problems, with varying degrees of success.The article therefore argues, from the project findings and the existing higher education literature on strategic student behaviour online, that while students value short visual IL tutorials,  librarians’ time and effort in producing these risks being wasted if it is simply assumed that students will find and use them unprompted. These findings have implications for professional practice in terms of how such resources are positioned and promoted.This is believed to be one of the first studies within the librarianship literature exploring the effect of students’ strategic navigation of online environments on their awareness of information literacy tools and resources, and suggesting tactics to address the resulting issues. It is also unusual in having collaborated with students in designing and producing information literacy resources. 
      PubDate: 2015-11-13
      Issue No: Vol. 9, No. 2 (2015)
  • Drop-in sessions as an effective format for teaching information literacy:
           a case study in the Medical and Dental Libraries at Queen Mary University
           of London

    • Authors: Paula Funnell
      Pages: 62 - 83
      Abstract: Information literacy (IL) skills are increasingly becoming acknowledged as vital lifelong skills, necessary to thrive in education, research and the workplace. IL is taught in a variety of formats in higher education. The purpose of this study is to examine the use of drop-in sessions as an effective format to meet the need for ongoing IL teaching. Although research has previously been carried out on various formats of IL teaching, there is little research specifically investigating the effectiveness of drop-in sessions. This study aims to add to the current body of knowledge by examining the experience of providing drop-in IL sessions at the Medical and Dental Libraries at Queen Mary University of London. These sessions have now been running for five years and data has been gathered from attendance statistics, evaluation forms and follow-up questionnaires in order to evaluate their effectiveness for teaching IL skills. The study shows that drop-in sessions can provide the desired one-to-one, personalised, hands-on teaching, delivered in an informal environment. Good attendance figures, high levels of satisfaction and the perceived positive impact on IL skills demonstrate that drop-in sessions can be used as an effective format for IL teaching. The study provides evidence of good practice for those looking at how best to provide ongoing IL teaching.
      PubDate: 2015-11-13
      Issue No: Vol. 9, No. 2 (2015)
  • Ethnography as pedagogy in library orientations

    • Authors: Angela Pashia, Jessica Critten
      Pages: 84 - 93
      Abstract: Driven by a need to make their library orientations more meaningful, a group of academic librarians used ethnography as a pedagogy to create a series of exercises based on participant observation and reflection. This article describes the value of ethnographic methodology in information literacy (IL) curriculum design, focusing specifically on a case study in which students completed a mapping and observation exercise in a freshman seminar course as their library tour. This assignment was more successful than a previous, more traditional approach to the freshman seminar in which the librarian pointed out elements of the space and then guided students through a subscription database. The new ethnographic approach gave students the opportunity to be critically reflective about how they interacted with their surroundings and also extrapolate what function certain areas of the library space might serve from their experiences.
      PubDate: 2015-11-25
      Issue No: Vol. 9, No. 2 (2015)
  • Information literacy in LIS education: exploring the student view

    • Authors: Charles Inskip
      Pages: 94 - 110
      Abstract: Theoretical and practical principles of information literacy (IL) are generally embedded into the wider course structure of Library and Information Studies (LIS) Master’s programmes. This paper discusses the findings of a qualitative thematic content analysis of library student exam answer texts, which provide a student view of whether it would be appropriate to designate a stand-alone module specifically for the delivery of these principles. The key concepts of IL are currently found embedded within the core programme. It is suggested that the introduction of a distinct module may more appropriately reflect stakeholder requirements, including LIS students’ combined needs as producer-consumers of IL interventions in their study and practice. There is an increasing requirement for them to develop, deliver and evaluate good-practice interventions in the workplace. This work builds on existing discussions around IL as a discipline and the changing role of the librarian. The analysis is substantially informed by the participants’ views. It suggests that while embedding IL in the library school curriculum can address the consumer-IL needs of the participants as students, a more explicit focus will support development of their professional-IL needs. 
      PubDate: 2015-11-25
      Issue No: Vol. 9, No. 2 (2015)
  • Are librarians teachers? Investigating academic librarians’
           perceptions of their own teaching skills

    • Authors: Emily Wheeler, Pamela McKinney
      Pages: 111 - 128
      Abstract: Librarian roles in the education sector increasingly include teaching responsibilities, therefore librarians need to know more about teaching theory and techniques in order to provide high-quality information literacy (IL) teaching. There has been little published research into how librarians conceive of their teaching, their skills and themselves as teachers. This research, initially conducted for a Masters dissertation in the Information School at the University of Sheffield, investigates the variation in conceptions of their own teaching skills among academic librarians who teach IL in higher education (HE). It was investigated whether participants would describe themselves as teachers, whether they are influenced by teaching theories (and which ones), and whether they are actually teaching or training. Firstly the literature on pedagogy for IL, approaches to teaching IL in HE, and librarians as teachers, was reviewed before the research and its findings are discussed.A phenomenographic approach was used. A purposive sample of six librarians who teach IL in HE institutions in the north of England was chosen, selected to ensure maximum variation between participants and the resulting conceptions. Six interviews were conducted using phenomenographic techniques to encourage participants to talk about their conceptions, and the interviews were then transcribed and analysed.The data gives rise to four categories of description, each of which describes a conception that librarians hold of themselves and their teaching:: teacher-librarian; learning support; librarian who teaches; and trainer. The variation between categories is determined by interviewees’ conceptions of themselves, their teaching, IL, and other teachers.The results suggest that further support and training for librarians and library and information science (LIS) students would be beneficial and more in-depth and larger-scale research is recommended to test these conceptions and understand in greater detail the training experience and needs of librarians who teach.
      This article is based on a paper presented at LILAC 2015.
      PubDate: 2015-11-24
      Issue No: Vol. 9, No. 2 (2015)
  • Final report on the National Forum on Information Literacy (NFIL)

    • Authors: Sharon A. Weiner, Lana W. Jackman
      Pages: 129 - 130
      PubDate: 2015-11-24
      Issue No: Vol. 9, No. 2 (2015)
  • WILU 2015: Sea change in Newfoundland

    • Authors: Alan Carbery
      Pages: 131 - 132
      PubDate: 2015-11-25
      Issue No: Vol. 9, No. 2 (2015)
  • ECIL 2015: Information literacy in the greenhouse

    • Authors: Stephane Goldstein, Chris Morrison, Jane Secker, Geoff Walton
      Pages: 133 - 135
      PubDate: 2015-11-25
      Issue No: Vol. 9, No. 2 (2015)
  • Book review of Markgraf, J., Hinnant, K., Jennings, E. and Kishel, H.
           2015. Maximizing the one-shot: connecting library instruction with the
           curriculum. London: Rowman & Littlefield.

    • Authors: Stephanie Farley
      Pages: 136 - 137
      PubDate: 2015-11-13
      Issue No: Vol. 9, No. 2 (2015)
  • Book review of Kelly J.V. and Zurkowski, P. 2015. Zurkowski's 40 year
           information literacy movement fueling the next 40 years of action
           literacy: empowering "we the people" in the information age.

    • Authors: Pamela McKinney
      Pages: 138 - 139
      PubDate: 2015-11-25
      Issue No: Vol. 9, No. 2 (2015)
  • Book review of Ishiyama, J., Miller, W.J. and Simon, E. (eds). 2015.
           Handbook on teaching and learning in political science and international
           relations. Cheltenham: Elgar.

    • Authors: Lauren Smith
      Pages: 140 - 141
      PubDate: 2015-11-25
      Issue No: Vol. 9, No. 2 (2015)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-2015