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Journal of Information Literacy
Journal Prestige (SJR): 0.495
Citation Impact (citeScore): 1
Number of Followers: 774  

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

    • Authors: Emma Coonan
      Pages: 1 - 3
      PubDate: 2018-06-04
      DOI: 10.11645/12.1.2485
      Issue No: Vol. 12, No. 1 (2018)
       
  • An elephant in the room'

    • Authors: Diana Hackett
      Pages: 4 - 26
      Abstract: Despite its recognised role in education, lifelong learning and active citizenship, the term information literacy (IL) is rarely used in the context of public libraries. At a time when public libraries are operating in an environment of financial austerity and are under increasing pressure to demonstrate the value of their role in UK society, this paper presents the findings of a small-scale research project examining the narratives surrounding public libraries and IL. Through a qualitative text analysis, a picture is built up of the roles of public libraries as presented by government, professional organisations and charitable organisations. This analysis shows that IL is not a concept explicitly associated with public libraries; that the government’s focus is on public libraries’ role in delivering digital inclusion while at the same time depicting a largely passive role for libraries and diminished role for professional library staff; and that while current library advocacy supports this digital role, it does not effectively address the deeper need for transferrable information skills. Based on this analysis, this paper recommends greater collaboration between academic research, higher education, and the public library sector, with a view to fostering a better understanding of IL and its potential to create a wider, more educationally-focussed role for public libraries and their staff.
      PubDate: 2018-06-04
      DOI: 10.11645/12.1.2305
      Issue No: Vol. 12, No. 1 (2018)
       
  • Development and validation of an Information Literacy Self-Efficacy Scale
           for medical students

    • Authors: Ann De Meulemeester, Heidi Buysse, Renaat Peleman
      Pages: 27 - 47
      Abstract: The aim of this research is to develop and validate a scale for the evaluation of medical students’ information literacy self-efficacy beliefs, as this plays a crucial role in the development of lifelong learning objectives. Curriculum developers and medical educators need to have a good understanding of information literacy in order to decide when specific support and training should be integrated in the curricula. The use of a trustworthy, user-friendly tool in a large population able to detect different aspects of students’ information literacy self-efficacy beliefs could help to evaluate an entire curriculum. A 5-factor model was developed and validated within a 6-year medical curriculum (n=1252). Internal consistency of the subscales was high (α: 0.845-0.930). In conclusion, the Information Literacy Self-Efficacy Scale for Medicine (ILSES-M) could be an added value for evaluating medical students’ information literacy self-efficacy beliefs. Furthermore, it could form the basis for curriculum development as well as a guideline for critical curriculum reflection.
      PubDate: 2018-06-04
      DOI: 10.11645/12.1.2300
      Issue No: Vol. 12, No. 1 (2018)
       
  • Flipping the classroom for information literacy instruction

    • Authors: Jing Shen
      Pages: 48 - 67
      Abstract: This study examined the possibility of enabling personalised, collaborative information literacy (IL) instruction through a flipped class model. Two-stage interviews were conducted before and after a pilot project was given to participants, which was designed according to guiding principles of personalised learning and online collaborative learning (OCL) theory. The study used a qualitative framework to gauge learners’ perceptions regarding the effectiveness and feasibility of the design. Samples were taken from learners who had previously been involved in a flipped classroom. The data collected from the two-stage interviews were compared and further discussed in light of Giorgi’s (1999) understanding of learning through a phenomenological perspective. Five participants were involved in the study. For the first-stage interviews, the five participants all responded positively towards the prospectus of a flipped, personalised and collaborative IL instruction. For the second-stage interviews, three participants offered feedback regarding an interactive PowerPoint specifically designed for a flipped IL instruction, which had incorporated elements of personalisation and group activities. All three participants in the second stage interviews spoke favourably of the content of the interactive PowerPoint, but they also all exhibited a degree of hesitation when multiple options were presented to them. They were still expecting clear instructions instead of taking control of the process. This study discovered a gap between learners’ positivity towards a flipped, personalised and collaborative learning model, and the fact that learners are fundamentally accustomed to traditional learning paths. This implies there are hurdles to overcome before the flipped model can deliver results, especially when learners are expected to take more control over their own learning. Further research is needed to explore ways of altering learner mind sets in order to enable learners to embrace the full potential of flipped learning.
      PubDate: 2018-06-04
      DOI: 10.11645/12.1.2274
      Issue No: Vol. 12, No. 1 (2018)
       
  • How power relations affect the distribution of authority

    • Authors: Lee Webster, Helen Gunter
      Pages: 68 - 85
      Abstract: In this article we report on the distribution of authority over information practices observed in a postgraduate taught course at a large research university located in the UK. The course was designed using principles from information literacy (IL) pedagogy and represents the operationalisation of Radical Information Literacy (RIL) theory. By analysing course documentation, assessed online discussion board posts and through interviews with teaching staff and students we examine how and why the distribution of authority is a complex matter; not least that the liberatory intentions of the Programme Director actually contain repressive dimensions in practice. We identify that students are subjected to techniques of disciplinary power, including surveillance and normalisation, and that they resist these by communicating outside of official discussion board spaces. Such resistance is not necessarily problematic, as it enables learning. Notably, students demonstrate development of IL practices through, for example, shaping their information landscapes, digital stewardship and critical reflection.
      PubDate: 2018-06-04
      DOI: 10.11645/12.1.2306
      Issue No: Vol. 12, No. 1 (2018)
       
  • Escape the welcome cliché

    • Authors: Hannah Wise, Julie Lowe, Adam Hill, Laura Barnett, Charlotte Barton
      Pages: 86 - 96
      Abstract: The University of Surrey Library and Learning Support Services (LLSS) recognised an increasing need to transform its welcome, induction and orientation activities for students. Past activities have entailed delivering information to students in ways which may have led to information overload and lack of engagement by students with library services. The LLSS have been exploring innovative ways to welcome students to university, moving away from didactic approaches. This paper presents one such innovation produced among a series of activities during 2017/18, an educational escape room, informed by the work of Walsh (2017). This activity invited students to solve a series of themed puzzles in the escape room, introducing them to library services and information literacy (IL) skills to support their studies. This report provides an account of the challenges and positive outcomes encountered in designing the escape room, with a view to sharing good learning and teaching practice.
      PubDate: 2018-06-04
      DOI: 10.11645/12.1.2394
      Issue No: Vol. 12, No. 1 (2018)
       
  • Using a flipped classroom to embed information literacy skills training
           into academic studies

    • Authors: Eleanor Jane Dommett
      Pages: 97 - 108
      PubDate: 2018-06-04
      DOI: 10.11645/12.1.2349
      Issue No: Vol. 12, No. 1 (2018)
       
  • Mapping library values and student learning outcomes

    • Authors: Dale Larsen, Shane Wallace, Lis Pankl
      Pages: 109 - 117
      Abstract: The teaching efforts at Marriott Library are distributed widely across a variety of groups and a range of subject matter. Teaching styles and pedagogical foci are varied and diverse among the librarians in the building. To increase collaboration and raise teaching standards, Graduate and Undergraduate Services (GUS) formulated Guidelines for teaching librarians by using the University of Utah’s Quality Course Framework (QCF) and Marriott Library’s own Four Core Student Library Learning Outcomes and mapping them to the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. To facilitate communication and usability, the Guidelines contain an alignment matrix for librarians to follow through the teaching process. The matrix is also intended to open up new opportunities for conversation and collaboration between librarians and academic staff to better serve student needs. The purpose of this report is to document and reflect upon the collaborative work done by teaching librarians at the University of Utah to create the Teaching Guidelines. The process of this work involved the synthesis and alignment of several models of pedagogical structure as well as the overarching interests and goals of a variety of stakeholders and participants in the teaching environment at the University. The product of these efforts includes clear Teaching Guidelines, alignment with the ACRL Framework for Information Literacy, and an alignment matrix designed to provide a clear map of the teaching philosophies and strategies employed at the library. This report presents the process of creating and implementing the Guidelines and outlines the background of the process, including those institutional, situational, and environmental circumstances which shaped the general course of its development. The report includes an analysis of the pedagogical characteristics of the Guidelines. The report also presents an example of the Guidelines as used in action when developing the library-related content for an undergraduate-level community learning course known as ‘Learning, Engagement, Achievement and Progress’ (LEAP).
      PubDate: 2018-06-04
      DOI: 10.11645/12.1.2399
      Issue No: Vol. 12, No. 1 (2018)
       
  • Information literacy skills on the go

    • Authors: Alice Schmidt Hanbidge, Tony Tin, Nicole Sanderson
      Pages: 118 - 136
      Abstract: Students’ understanding and integration of information literacy (IL) skills are fundamental to higher education and lifelong learning.  Development and implementation of thirteen mobile lessons application (http://renmil.ca/ ) in the Mobile Information Literacy Tool (MIL) was the result of a unique collaboration between faculty and the library. Lessons demonstrated how to locate, evaluate, and use information effectively. Mixed methods pilot study findings (Hanbidge, Sanderson, & Tin, 2015) informed the Canadian project’s second stage analysis to determine fluency in digital literacy skills and testing of the MIL tool. One hundred and twenty-eight undergraduate Arts students from eight different classes majoring in psychology, social work, English or social development studies participated in the study to determine the effectiveness of using mobile technology to enhance their IL skills.  Preliminary successes and experiences with overcoming the barriers to support anytime, anywhere student mobile information literacy training are discussed and future directions are recommended. 
      PubDate: 2018-06-04
      DOI: 10.11645/12.1.2322
      Issue No: Vol. 12, No. 1 (2018)
       
  • Thinking of going to LILAC'

    • Authors: Lisa Gardner
      Pages: 137 - 138
      Abstract: One of the winners of the LILAC student bursary award draws on her experience as a first time attendee at LILAC 18 to suggest some tips on how to get the best out of the conference experience.
      PubDate: 2018-06-04
      DOI: 10.11645/12.1.2479
      Issue No: Vol. 12, No. 1 (2018)
       
  • LILAC 2018

    • Authors: Bethany Sherwood
      Pages: 139 - 141
      PubDate: 2018-06-04
      DOI: 10.11645/12.1.2474
      Issue No: Vol. 12, No. 1 (2018)
       
  • ICEPOPS 2018

    • Authors: Anne-Lise Antoinette Sophie Harding
      Pages: 142 - 146
      PubDate: 2018-06-04
      DOI: 10.11645/12.1.2481
      Issue No: Vol. 12, No. 1 (2018)
       
  • LOEX 2018

    • Authors: Lindsay Inge Carpenter
      Pages: 147 - 149
      Abstract: A review of the 46th Annual LOEX conference, held in Houston, Texas, May 2018.
      PubDate: 2018-06-04
      DOI: 10.11645/12.1.2480
      Issue No: Vol. 12, No. 1 (2018)
       
  • Book review of Burkhardt, J. M. (2016). Teaching information literacy
           reframed

    • Authors: Claire Jane Carter
      Pages: 150 - 151
      PubDate: 2018-06-04
      DOI: 10.11645/12.1.2412
      Issue No: Vol. 12, No. 1 (2018)
       
  • Book review of Godbey, S., Wainscott, S. B. & Goodman, X. (eds), 2017.
           Disciplinary applications of information literacy threshold concepts

    • Authors: Rebecca K. Miller
      Pages: 152 - 153
      PubDate: 2018-06-04
      DOI: 10.11645/12.1.2475
      Issue No: Vol. 12, No. 1 (2018)
       
  • Book review of Klipfel, K. & Cook, D. 2017. Learner-centered pedagogy

    • Authors: Shazia Arif
      Pages: 154 - 155
      PubDate: 2018-06-04
      DOI: 10.11645/12.1.2471
      Issue No: Vol. 12, No. 1 (2018)
       
  • The revised CILIP definition of information literacy

    • Authors: Jane Secker
      Pages: 156 - 158
      PubDate: 2018-06-04
      DOI: 10.11645/12.1.2454
      Issue No: Vol. 12, No. 1 (2018)
       
 
 
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