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  Journal of Information Literacy
  [589 followers]  Follow
  This is an Open Access Journal Open Access journal
   ISSN (Print) 1750-5968
   Published by Loughborough University Library Homepage  [1 journal]
  • Broadening the scope of information literacy in 2015: beyond libraries

    • Authors: Jane Secker
      First page: 1
      PubDate: 2014-11-20
      Issue No: Vol. 8 (2014)
  • Fostering the integration of information literacy and journalism practice:
           a long-term study of journalism students

    • Authors: Margy Elizabeth MacMillan
      First page: 3
      Abstract: Journalism students draw on a range of information skills and resources to complete both practical and academic assignments. A five-year qualitative study gathered annual reflections on information use from a total of 215 students. A thematic analysis of the statements made by students demonstrates the value of reconfiguring information literacy (IL) instruction to align with the professional needs and practices in their discipline. Deliberate scaffolding encouraged students to transfer ways of understanding and using information between personal, academic, and journalistic contexts. Student statements provide evidence that many are integrating formal learning with experience to develop IL that serves their academic and professional information needs. The long-term nature of the study also provides evidence of students developing their understanding of threshold concepts in IL and internalising those concepts into their practice. Insights from the study may inform changes to instruction within and beyond professional programmes to encourage transfer of IL skills and knowledge between students’ personal, professional, and academic information ecosystems.
      PubDate: 2014-11-26
      Issue No: Vol. 8 (2014)
  • Developing a new approach to information literacy learning design

    • Authors: Sarah McNicol, Emily Shields
      First page: 23
      Abstract: This article reports on the development of a new model for information literacy (IL) learning design created as part of  Innovative Technologies for Engaging Classrooms (iTEC), a European project focused on redesigning teaching and learning. Findings from this project, along with a review of previous studies of IL models, demonstrate why a new approach is needed. The resulting model, InFlow, has been designed to encourage students to engage with information in a variety of ways as they map, explore, ask, make, reflect, imagine, show and collaborate. The rationale behind the development of this model raises fundamental questions about current teaching practices in relation to IL, such as the need to encourage collaborative working; the role of students as producers of information as well as consumers; and the privileging of particular types of information sources and outputs. This article describes the process by which this model was developed, based on approaches used in iTEC, and explains how it responds to criticisms of existing models. A short case study of the use of InFlow in a UK university library demonstrates how the model can work in practice to create IL programmes for students of the 21st century. 
      PubDate: 2014-11-20
      Issue No: Vol. 8 (2014)
  • Faculty-library collaboration: two pedagogical approaches

    • Authors: Karen Marie Øvern
      First page: 36
      Abstract: The aim of this article is to discuss some of the challenges and possibilities that librarians may face when engaging in faculty-library collaboration. The main objective is to present findings from two case studies of embedded librarianship at Gjøvik University College (GUC) and to compare these findings with results from a literature review. The literature review is concentrated around collaboration challenges, a possible role-expansion for librarians, team-teaching and assessment of information skills courses. Another objective is to present two pedagogical approaches that are in use at GUC; the tutor approach and the team-teaching approach. Findings from the case studies suggest that faculty staff were impressed with the librarian’s knowledge and they quickly became comfortable with team-teaching and/or leaving the librarian in charge of the students. However there were concerns from both the teacher and librarian about the time-consuming nature of collaborative work. This paper contributes to the literature through a literature review, two case studies and teaching approaches that highlight factors leading to success when collaborating with faculty.
      PubDate: 2014-11-11
      Issue No: Vol. 8 (2014)
  • The value of collaboration: raising confidence and skills in information
           literacy with first year Initial Teacher Education students

    • Authors: Sarah Purcell, Rachel Barrell
      First page: 56
      Abstract: This paper will focus on the increasing staff-student-librarian collaboration, and integration of information literacy (IL) teaching, within a Primary Initial Teacher Education undergraduate course. These developments arose from an action research project which started during the academic year 2010-11. The aim of the research was to evaluate the impact of the IL teaching upon students’ confidence in their abilities to find, select and use information. Results of the first research cycle (2010-11) indicated that overall, the teaching had a positive and desirable impact upon students' confidence. However, staff and student feedback suggested that mutual expectations, and the consistency and timing of support, were important factors in the development of students' IL skills. During the analysis of our initial findings, we will focus our discussion around two identified themes which relate to these issues – role and collaboration – and share our experiences from the second and third cycles of the research, which led to a transformation of IL teaching for our students in 2013-14. This paper charts our four-year journey, sharing the ideas and opportunities realised through the project and through increased collaboration as a teaching team and with our students. This paper is based on a presentation given at LILAC 2014.
      PubDate: 2014-11-11
      Issue No: Vol. 8 (2014)
  • Guest editorial: Information literacy in schools

    • Authors: Ross J Todd
      First page: 71
      PubDate: 2014-11-17
      Issue No: Vol. 8 (2014)
  • An examination of information literacy instruction on the information
           seeking skills of primary school children in Jamaica: an experiment using
           grade six students

    • Authors: Kerry-Ann Rodney-Wellington
      First page: 73
      Abstract: This article outlines an assessment of the impact of information literacy (IL) instruction on grade six students’ information-seeking skills. It was the view of the researcher that if students were actively taught IL at the early stages of their natural and cognitive development, they would acquire skills that would not only be fruitful but life-changing. The quasi-experimental method was used in carrying out this research. The findings presented were those of a pre-test and then a post-test done after intense IL instructions were given to grade six students (children aged 11-12 years). The results showed that there were marked improvements in the quasi-experimental group’s use of reference resources and in their overall research skills. The recommendation is made that greater emphasis should be placed on IL instruction at the primary level in Jamaica in order for students to be more efficient information-seekers as they move up the education system within the country.
      PubDate: 2014-11-26
      Issue No: Vol. 8 (2014)
  • Practices of ambiguity: becoming "information literate" in two
           Norwegian schools

    • Authors: Margrethe B. Søvik
      First page: 101
      Abstract: The purpose of this study is to examine the establishment of information literacy (IL) practices among secondary school pupils aged 14-16-years-old (grades 9-10) in two Norwegian schools. In Norway, a new curriculum introduced in 2006 emphasised digital skills, aiming to develop IL relating to digital texts in particular. Despite the fact that an ambitious national curriculum has been in place for quite some time, not much is known about how this works in practice in the subject group of this study. The main purpose of this article is to identify the kind of IL practices that have been established and how the pupils experience and reproduce these practices. It seems that the pupils become information literate but not to the extent the curriculum anticipates. The study used mixed methods in order to reveal general trends and to explore  certain issues in more depth. The material consists of data from a questionnaire and interviews. The study has a sociocultural perspective as its theoretical point of departure, resting on an understanding of how IL practices in school are formed through interaction and/or the lack of interaction between pupils and their teachers. Without interaction guiding the pupils, their IL practices are at the risk of becoming practices of ambiguity. The implications of this study is that one must go beyond national curricula and examine the way IL or digital literacy is actually performed in schools in order to understand how these practices are shaped.
      PubDate: 2014-11-13
      Issue No: Vol. 8 (2014)
  • Professional self-efficacy and role perception of school librarians and
           their impact on the development of students' information literacy: an
           evidence-based study

    • Authors: Ruth Ash-Argyle, Snunith Shoham
      First page: 118
      Abstract: The current study evaluated the degree to which school librarians are involved in two different dimensions of their work that directly relate to developing information literacy (IL): (1) providing students with basic and advanced reference work services (RWS); and (2) assisting students at different stages of their research process assignments, as defined by the Big6 model. In addition, to examine factors that may affect the degree of involvement in these two dimensions, the professional self-efficacy of the librarians and their perceptions of their role within the school community were assessed. Data was collected from 71 Israeli school librarians through online questionnaires and analysed quantitatively. This analysis reveals that school librarians provide primarily basic RWS, which require a low degree of professional and technological skills and little collaboration with school teachers. Similarly, school librarians are mainly involved with two specific stages of the students’ research processes, namely, the seeking and evaluation of information, which again reflect a low degree of IL training. The degree of involvement of librarians in these dimensions of their work is significantly and positively correlated with (a) the perception of the librarians of their own self-learning ability and professional updating level; and (b) their perceptions of their role as co-teachers or leaders within the school community. These findings should increase the awareness of the IL community to the work of school librarians, to their role in shaping information-related processes in young students, and to possible means of achieving these goals. 
      PubDate: 2014-11-13
      Issue No: Vol. 8 (2014)
  • Seminar report: Demonstrating the value of information literacy to staff
           and students

    • Authors: Philip Russell
      First page: 141
      PubDate: 2014-11-20
      Issue No: Vol. 8 (2014)
  • IFLA information literacy satellite meeting, Limerick, 14th-15th August

    • Authors: Clare McCluskey
      First page: 145
      PubDate: 2014-11-13
      Issue No: Vol. 8 (2014)
  • Event report: Writing research proposals and publications

    • Authors: Emma Silvey
      First page: 147
      PubDate: 2014-11-11
      Issue No: Vol. 8 (2014)
  • Report from the Second European Conference on Information Literacy (ECIL),
           Dubrovnik, Croatia. 20-23 October 2014

    • Authors: Maria Bell
      First page: 149
      PubDate: 2014-11-26
      Issue No: Vol. 8 (2014)
  • Teaching information literacy - the role of the university libraries in

    • Authors: Fabian Franke, Wilfried Suhl-Strohmenger
      First page: 154
      PubDate: 2014-11-26
      Issue No: Vol. 8 (2014)
  • Welsh Information Literacy Project: Phase 4 2013/14

    • Authors: Andrew Eynon
      First page: 161
      PubDate: 2014-11-14
      Issue No: Vol. 8 (2014)
  • InformAll - information literacy for all

    • Authors: Stephane Goldstein
      First page: 165
      PubDate: 2014-11-13
      Issue No: Vol. 8 (2014)
  • Book review of Whitworth, A. 2014. Radical information literacy:
           reclaiming the political heart of the IL movement. Oxford: Chandos.

    • Authors: Charlie Inskip
      First page: 167
      PubDate: 2014-12-05
      Issue No: Vol. 8 (2014)
  • Book review of Mackey T. and Jacobson, T. 2014. Metaliteracy: reinventing
           information literacy to empower learners. Chicago, IL: Neal-Schuman.

    • Authors: Christopher Guy Walker
      First page: 169
      PubDate: 2014-11-20
      Issue No: Vol. 8 (2014)
  • Book review of Mery, Y. and Newby, J. 2014. Online By design: the
           essentials of creating information literacy courses. Lahnam: Rowman &

    • Authors: Cindy Gruwell
      First page: 171
      PubDate: 2014-11-20
      Issue No: Vol. 8 (2014)
  • Book review of Crane, B. 2013. How to teach: a practical guide for
           librarians. Lanham: Rowman and Littlefield.

    • Authors: Sarah Wolfenden
      First page: 173
      PubDate: 2014-11-26
      Issue No: Vol. 8 (2014)
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