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Journal of Information Literacy
Journal Prestige (SJR): 0.495
Citation Impact (citeScore): 1
Number of Followers: 894  

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

    • Authors: Dorothy Williams
      Pages: 1 - 3
      PubDate: 2019-12-03
      DOI: 10.11645/13.2.2727
      Issue No: Vol. 13, No. 2 (2019)
       
  • Older Australians’ information literacy experiences using mobile
           devices

    • Authors: Gema Linares Soler
      Pages: 4 - 25
      Abstract: This article presents the findings of a constructivist grounded theory study that explored older Australians’ information literacy (IL) experience using mobile devices in their daily lives. Australians aged 65 years of age or older who use mobile devices took part in an in-depth semi-structured interview. Analysis of data from twelve interviews gave as result a substantive theory consisting of six interconnected categories: ageing; learning to use and manage mobile devices; being entertained; enacting everyday life; learning; and managing relationships. Examination of these categories revealed the different ways in which older adults experience IL using mobile devices through their engagement with information in their daily life. Furthermore, these categories supported that the degree of older adults’ IL exerts a significant impact on the level, and way of use and adoption of mobile devices. This study provides new knowledge and understanding about how older adults experience IL and how their IL experiences are socially and culturally influenced by their interactions within that community.
      PubDate: 2019-12-03
      DOI: 10.11645/13.2.2650
      Issue No: Vol. 13, No. 2 (2019)
       
  • Exploring value as a dimension of professional information literacy

    • Authors: Sara Sharun
      Pages: 26 - 40
      Abstract: This study presents a critical exploration of one of the ACRL Framework concepts by examining it in the context of professional practice. Semi-structured interviews were conducted with health and human service professionals at a community health centre to explore how information literacy (IL) is experienced in the workplace. Value emerged as the dominant theme in participants’ descriptions of their information practices. This concept was conceived of predominantly in the context of personal and professional relationships that existed within the systems and structures of the physical workplace, professional practice and the health and social care system. Using phenomenography as a methodological approach, this study presents a lens through which to see the nature and significance of information value in various contexts beyond academia, and invites librarians to consider how evidence from workplace and professional settings may inform IL instruction to students, especially those entering health and human service professions.
      PubDate: 2019-12-03
      DOI: 10.11645/13.2.2627
      Issue No: Vol. 13, No. 2 (2019)
       
  • Teachers and information literacy:

    • Authors: Christine Shannon; Dr, Jacqueline Reilly, Dr, Jessica Bates, Dr
      Pages: 41 - 72
      Abstract: Building on our 2017 article focussing on school library staff perceptions of teachers’ information literacy, this article reports on the information literacy (IL) understandings and skills of teachers in post-primary schools (the age range for pupils in post-primary schools is 11–18) throughout Northern Ireland. Results of a comprehensive online teacher survey (n=426) indicated that, despite misplaced confidence in their own skills, teachers’ IL understandings and skills were underdeveloped. The majority of respondents had neither received IL training nor included IL instruction in their teaching. The significance of these findings for theory, practice and policy relating to the teaching of IL skills, which are intended to equip young people to become active citizens and members of a skilled workforce, is discussed.
      PubDate: 2019-12-03
      DOI: 10.11645/13.2.2642
      Issue No: Vol. 13, No. 2 (2019)
       
  • First-generation students’ information literacy in everyday contexts

    • Authors: Darren Ilett
      Pages: 73 - 91
      Abstract: Historically, much of the Library and Information Science (LIS) literature on first-generation students (FGS) framed them using deficit thinking, emphasising what they lacked to be successful in higher education. In contrast, recent scholarship has turned to asset-based pedagogies, shifting the focus onto the strengths that FGS bring to college. Further, LIS research on FGS has examined how students engage with information solely in academic contexts, such as completing research papers or navigating higher education procedures. The current study contributes to the discussion of asset-based pedagogies by using a funds of knowledge approach to explore the ways in which FGS at a mid-sized university in the US engage with information, and it expands the scope of inquiry to several everyday contexts, including students’ households, workplaces, and communities. The findings reveal a variety of funds of knowledge concerning participants’ information literacy (IL) and lay the foundation for IL instruction that meets FGS where they are, thus serving them more equitably.
      PubDate: 2019-12-03
      DOI: 10.11645/13.2.2675
      Issue No: Vol. 13, No. 2 (2019)
       
  • Should we flip the script'

    • Authors: Tatiana Pashkova-Balkenhol, Mark Lenker, Emily Cox, Elizabeth Kocevar-Weidinger
      Pages: 92 - 111
      Abstract: This mixed method systematic review considers recent literature on the information literacy (IL) skills of first-year undergraduate students. The review uncovers the following themes: faculty and librarians perceive first-year students as lacking IL skills; students have varying perceptions of their IL skills; assessment studies yield conflicting findings on first-year students' IL; communication between high school and college librarians is challenging; and some IL researchers emphasise and leverage first-year students' prior knowledge and experience in IL instruction. These themes emerge from extensive searches in four research databases for scholarly and professional articles written in English within the past ten years. With the exception of a few articles, studies reviewed consistently express their findings in terms of students’ gaps or deficits. We question whether this is the most productive basis for developing effective IL programs. Instead, we call for further investigation of students’ existing knowledge and skills as a basis for implementing constructivist and strengths-based pedagogies.
      PubDate: 2019-12-03
      DOI: 10.11645/13.2.2619
      Issue No: Vol. 13, No. 2 (2019)
       
  • Social living labs for informed learning

    • Authors: Hilary Hughes, Marcus Foth; Professor, Kerry Mallan, Professor
      Pages: 112 - 135
      Abstract: This paper proposes social living labs for informed learning as an innovative approach to interprofessional and community education. It presents a new conceptual model and practice framework suited to rapidly changing, information-intensive work and social environments. The proposed approach is theoretically informed and evidence based. It integrates concepts from three complementary fields: Informed learning as information literacy pedagogy that enables using information critically and creatively to learn (information science); interprofessional education as a professional learning model with a cross-disciplinary and community reach (health sciences/medicine); and social living labs as informal learning context and problem-solving process (community development). After reviewing relevant literature, the paper introduces the concepts and research that underpin social living labs for informed learning. Then it presents a new conceptual model and a practice framework to guide their design and implementation. To illustrate the practical application of this approach, a hypothetical scenario envisages health practitioners, librarians and community members collaborating in a social living lab to address health and social challenges related to child obesity. The paper concludes by discussing anticipated benefits and limitations of the approach and possible wider application. As a contribution to theory, the paper uncovers a previously unrecognised synergy between the principles of informed learning, social living labs and interprofessional education. Supporting information literacy research and practice, the paper identifies a significant role for informed learning in community and professional education, and a novel strategy for health information literacy development. The paper is of interest to educators, researchers, and practitioners across information literacy, community development, healthcare, and other professional fields.
      PubDate: 2019-12-03
      DOI: 10.11645/13.2.2641
      Issue No: Vol. 13, No. 2 (2019)
       
  • Re-visioning library support for undergraduate educational programmes in
           an academic health sciences library

    • Authors: Denise Smith
      Pages: 136 - 162
      Abstract: McMaster University’s Health Sciences Library (HSL) began to transition to a new liaison service model in early 2018. One of its librarians sought to understand how an academic health sciences library can optimise its support for academic undergraduate programmes. This scoping review of the literature was pursued with the aim to submit an informed recommendation to HSL’s new Education and Lifelong Learning team, so the library could shift its approach to information literacy instruction in a manner that would optimise its outcomes for students and improve relationships with faculty staff. The author searched seven databases: Library, Information Science & Technology Abstracts (LISTA), ProQuest ERIC, OVID Embase, EBSCO CINAHL, OVID Medline, Web of Science and PapersFirst. She developed a robust and comprehensive search strategy that used a combination of subject headings and keywords to describe information literacy, metaliteracy, libraries and health sciences education. The author also hand-searched bibliographies of seminal publications to broaden her search for relevant literature. The findings in this review indicate that metaliteracy as a concept has not been intentionally implemented into information literacy training at academic health sciences libraries. The review finds that it is preferable to integrate information literacy skills directly into course or programme curricula and align those skills with the evidence-based practice skills undergraduates are already learning. Further, establishing a programme that builds on these skills gradually throughout the duration of the academic programme, rather than one-shot library instruction, is also preferred. To achieve success, libraries must build strong collaborative relationships with faculty staff. The author provides recommendations for practice that reflect the findings of this review. Other academic health libraries may benefit from this review by taking into consideration its findings and subsequent recommendations.
      PubDate: 2019-12-03
      DOI: 10.11645/13.2.2520
      Issue No: Vol. 13, No. 2 (2019)
       
  • How individual consultations with a librarian can support systematic
           reviews in the social sciences

    • Authors: Michelle Dalton
      Pages: 163 - 172
      Abstract: The use of systematic review as a research method has become increasingly prevalent in the social and human sciences. However, the role of the librarian in delivering library and information skills (LIS) support in this area remains relatively undocumented, in contrast with the health sciences where systematic review support is often highly visible and embedded. This exploratory study uses qualitative survey data collected from researchers who attended an individual consultation with a librarian and aims to identify the potential role and impact that LIS support can have. The results indicate that both the skills and confidence of researchers increased as a result of the interaction, and that the personalised nature of the consultation provided additional value. However, awareness of the service was relatively low, indicating the need for additional marketing and promotion, as well as increased liaison and engagement with academic and research staff. These findings provide a foundation for further research into the design and delivery of LIS support to those undertaking systematic reviews in the social sciences.
      PubDate: 2019-12-03
      DOI: 10.11645/13.2.2621
      Issue No: Vol. 13, No. 2 (2019)
       
  • Connecting theory to practice

    • Authors: Kieren Laura-Marie Bailey; Dr., Michele Jacobsen, Dr.
      Pages: 173 - 195
      Abstract: This design-based research study of library instruction was developed using the Community of Inquiry theoretical framework. Three different instructional approaches were developed and evaluated as part of this study: the one-shot session approach, the partially embedded librarian approach and the fully embedded librarian approach. Surveys, interviews and journaling were used to gather data from faculty, undergraduate students and the researcher–librarian about their experiences. This research study is unique given the combined use of design-based research methodology and the Community of Inquiry theoretical framework to collaboratively design and evaluate library instruction. 
      PubDate: 2019-12-03
      DOI: 10.11645/13.2.2578
      Issue No: Vol. 13, No. 2 (2019)
       
  • Personalised video instruction

    • Authors: Emily B Kean, Cayla Robinson
      Pages: 196 - 205
      Abstract: The liaison librarian to a college with a substantial and growing online learning population began using asynchronous, personalised video instruction as an online replacement for the traditional face-to-face, one-on-one bibliographic instruction reference appointment. This project was informed by the framework of metaliteracy and the “See One, Do One, Teach One” instruction methodology utilised by the health sciences. While formal outcomes assessment has yet to be conducted, unsolicited comments from students are overwhelmingly positive, and preliminary data analysis of usage and engagement reveals several promising trends. 65% of all watched videos were watched for the entire duration of the video, and the liaison librarian found video creation to be less time-consuming than scheduling appointments. The liaison librarian to a university with a substantial and growing online learning population began using asynchronous, personalised video instruction as an online replacement for the traditional face-to-face, one-on-one bibliographic instruction reference appointment. This project was informed by the framework of metaliteracy and the ‘See One, Do One, Teach One’ instruction methodology utilised by the health sciences. While formal outcomes assessment has yet to be conducted, unsolicited comments from students are overwhelmingly positive, and preliminary data analysis of usage and engagement reveals several promising trends. Of all watched videos 65% were watched for the entire duration, and the liaison librarian found video creation to be less time-consuming than scheduling appointments. Providing personalised video instruction tailored to the individual student’s information literacy need is a novel approach that may benefit online learners and librarians alike.
      PubDate: 2019-12-03
      DOI: 10.11645/13.2.2652
      Issue No: Vol. 13, No. 2 (2019)
       
  • Developing online instruction according to best practices

    • Authors: Ashley Lierman, Ariana Santiago
      Pages: 206 - 221
      Abstract: To meet the growing online and face-to-face library instruction needs of a large research university, a team of librarians set out to develop asynchronous online instruction of sufficient quality to supplement and replace classroom teaching. This report describes the best practices that were identified from a review of the literature, the instructional design process that was used to implement these practices in a pedagogically effective way, the results of pilot testing of the instruction, and implications for future practice. The result is a template for development that can be used by other librarians seeking to develop robust, effective, and accessible online learning objects, whether to reach out to online learners or improve the scalability of information literacy instruction.
      PubDate: 2019-12-03
      DOI: 10.11645/13.2.2649
      Issue No: Vol. 13, No. 2 (2019)
       
  • Engaging academic staff with reading lists

    • Authors: Allie Taylor
      Pages: 222 - 234
      Abstract: Following the implementation of online reading list software, Library Services at the University of Worcester (UW) encouraged academic staff to consider the reading list as a learning tool. Using an interactive teaching session timetabled as part of the Postgraduate Certificate in Learning and Teaching in Higher Education, lecturers are asked to consider how they can maximise the impact of their reading lists and increase library use. The pedagogy of reading lists and student engagement with reading are examined. Participants also discuss the type of content reading lists typically contain and question whether this accurately reflects what the students should be reading. It draws on best practice from academic colleagues at UW, examining (among other things) the effect of list length, structure and lecturer voice and presence.
      PubDate: 2019-12-03
      DOI: 10.11645/13.2.2660
      Issue No: Vol. 13, No. 2 (2019)
       
  • Contingent teaching through low-tech audience response systems

    • Authors: M. Sara Lowe, Katharine V. Macy, Sean M. Stone
      Pages: 235 - 252
      Abstract: For one-shot instruction sessions, formative assessment is the most feasible method for gathering data to aid contingent teaching, the practice of adapting to learners’ needs. Various technologies aid in the quick and efficient gathering of data on student learning in the classroom that can be used for formative assessment. Outside of a library teaching space or computer classroom, it is difficult to know what technology is available, what technology students can access, and how best to aid data collection that engages students, provides meaningful data to allow for contingent teaching, and is not dependent on student technology ownership. A low-tech audience response system has provided an opportunity to collect data on student learning and enable contingent teaching. This project report contributes to the field of information literacy research describing how a low-tech audience response system supports contingent teaching and innovates practice in different classroom situations.
      PubDate: 2019-12-03
      DOI: 10.11645/13.2.2633
      Issue No: Vol. 13, No. 2 (2019)
       
  • WikiLiteracy

    • Authors: Caroline Ball
      Pages: 253 - 271
      Abstract: In January 2019 the University of Derby delivered its first module entirely dedicated to and structured around editing and writing articles for Wikipedia. The course focused on using Wikipedia as a means to improve students’ skills in writing for public consumption, in addition to enhancing their digital and collaborative skills. Students contributed to 118 articles across a range of topics, which were viewed over 11.2 million times, providing them with a public platform no university assignment could match, and introduced them to the challenges of interaction and engagement in a global editing community. Students’ confidence in their digital capabilities was assessed at the start and end of the module and showed a clear increase in confidence across all categories.
      PubDate: 2019-12-03
      DOI: 10.11645/13.2.2669
      Issue No: Vol. 13, No. 2 (2019)
       
  • Be Media Smart

    • Authors: Philip Russell
      Pages: 272 - 275
      Abstract: ‘Be Media Smart’ is an Irish public awareness campaign calling on people of all ages to ‘Be Media Smart’ and ‘Stop, Think, and Check’ that information they see, read or hear across any media platform is accurate and reliable. This national media literacy campaign was aimed at enhancing people’s understanding of, and engagement with, media, while also empowering them with the skills to evaluate content across all platforms.
      PubDate: 2019-12-03
      DOI: 10.11645/13.2.2715
      Issue No: Vol. 13, No. 2 (2019)
       
  • The Age-Friendly Media and Information Literate (#AFMIL) City:

    • Authors: Sheila Webber, Bill Johnston
      Pages: 276 - 291
      Abstract: This paper proposes a model for developing an Age-Friendly Media and Information Literate (#AFMIL) city. It starts by addressing general issues concerning ageing and ageism. Key features of UNESCO’s framework for a media and information literate city are described. The authors proceed to identify relevant international handbooks, guidelines and initiatives concerning age-friendly environments, cities for human rights, smart cities, creative cities and informational cities. Drawing on these documents, the authors outline a model for developing an #AFMIL city, centred on older people enacting three roles: their role as consumers of media and information; older people as represented in the media; and older people in their role as creators, critics and innovators. They highlight the role of librarians in this development.
      PubDate: 2019-12-03
      DOI: 10.11645/13.2.2672
      Issue No: Vol. 13, No. 2 (2019)
       
  • Book review of Pashia, A. and Critten, J. (eds.) 2019. Critical approaches
           to credit-bearing information literacy courses.

    • Authors: Sam Aston
      Pages: 292 - 293
      PubDate: 2019-12-03
      DOI: 10.11645/13.2.2722
      Issue No: Vol. 13, No. 2 (2019)
       
  • Book review of Mallon, M., Hays, L., Bradley, C., Huisman, R., and
           Belanger, J. (eds.). 2019. The grounded instruction librarian:
           Participating in the scholarship of teaching and learning.

    • Authors: Jane C. Pothecary
      Pages: 294 - 295
      PubDate: 2019-12-03
      DOI: 10.11645/13.2.2721
      Issue No: Vol. 13, No. 2 (2019)
       
  • Book review of O’Brien, K. and Jacobson, T. (eds.). 2018. Teaching
           with digital badges

    • Authors: Heather Johnston
      Pages: 296 - 297
      PubDate: 2019-12-03
      DOI: 10.11645/13.2.2719
      Issue No: Vol. 13, No. 2 (2019)
       
 
 
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