Publisher: Loughborough University Library   (Total: 1 journals)   [Sort by number of followers]

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J. of Information Literacy     Open Access   (Followers: 808, SJR: 0.495, CiteScore: 1)
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Journal of Information Literacy
Journal Prestige (SJR): 0.495
Citation Impact (citeScore): 1
Number of Followers: 808  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1750-5968
Published by Loughborough University Library Homepage  [1 journal]
  • A difference that matters: Disability activism, scholarship and community

    • Authors: Alison Hicks
      Pages: 1 - 3
      PubDate: 2022-06-05
      DOI: 10.11645/16.1.3226
      Issue No: Vol. 16, No. 1 (2022)
       
  • Unsettling information literacy: Exploring critical approaches with
           academic researchers for decolonising the university

    • Authors: Frances Marsh
      Pages: 4 - 29
      Abstract: In the past seven years, student-led decolonisation movements have taken root in UK universities. Decolonising the university is an intellectual project, asking critical questions about the content of curricula, disciplinary canons and pedagogical approaches. It is simultaneously a material one, challenging the colonial legacies that manifest in institutional spaces, cultures and financial decisions, students’ experience and staff labour conditions (Cotton, 2018, p. 24). Academic libraries have recognised their role in addressing how ‘coloniality survives colonialism’ (Maldonado-Torres, 2007, p. 243), in particular through the diversification of collections and resources. However, libraries have neglected to interrogate their educational potential for decolonisation, specifically in exercising information literacy (IL) teaching and approaches. This qualitative research examines IL through a decolonial lens with an eye to both its colonial attributes and its potential for decolonising the curriculum. Interviews with five academic researchers are used to explore the potential for critical information literacy (CIL) in decolonial work and ask what IL might look like from a decolonial perspective. The findings of the interviews are structured according to Icaza and Vázquez’s framework of three core processes for decolonising the university; they reveal that CIL might usefully facilitate positionality, practice relationality and consider transitionality. In turn, these findings lead to a set of recommendations for unsettling IL and generating the potential for decolonisation. The relationship between CIL and decolonising the curriculum is as yet unexplored and academics’ engagement with and opinions on CIL have rarely been examined. This research therefore offers some novel contributions for IL practitioners and researchers in relation to both teaching/ learning and research. It also contributes some points of departure for a more a powerful and holistic decolonial pedagogy in the university. A more fitting approach than traditional IL, critical information literacy can become a key part of scaffolding a decolonising approach to learners’ navigation of information and processes of knowing.
      PubDate: 2022-06-05
      DOI: 10.11645/16.1.3136
      Issue No: Vol. 16, No. 1 (2022)
       
  • Integrating information practices into everyday teaching

    • Authors: Jonathan William Phillips, Andrew Whitworth
      Pages: 30 - 49
      Abstract: This paper reports on the information practices and information literacy (IL) skills of South Korean elementary school students from the perspectives of working teachers. Key to this investigation was the notion of information practice, and how this is shaped by the practice architecture found in an educational setting. A sequential mixed design was undertaken to investigate these ideas which consisted of exploratory interviews with 4 elementary school teachers and was followed by a questionnaire which analysed the responses of 314 elementary school teachers. Findings indicate that in this setting, teachers, students and pre-set curricular content serve as the most frequently used information sources for students during their everyday classes. We pay specific attention to the ongoing centrality of the textbook, in its traditional paper format, to the ways in which teachers design learning activities, and suggest that this limits the diversity of informational approaches to which young South Korean learners are exposed. While these learners are engaged, they are limited in terms of informational genre since teachers and textbooks were found to be dominant information proxies. Activities in which students engage in active seeking or scanning are rarer. Contexts with such a configuration may be hindering the development of critical information literacy skills that are vital in dealing with the abundance of information faced by individuals today.
      PubDate: 2022-06-05
      DOI: 10.11645/16.1.2923
      Issue No: Vol. 16, No. 1 (2022)
       
  • Reading between the lines: An examination of first-year university
           students’ perceptions of and confidence with information literacy

    • Authors: Beverly J Dann; Dr, Anne Drabble, Dr, Janet Martin, Dr
      Pages: 50 - 69
      Abstract: The aim of this paper is to explore how first-year university students at a regional university in Australia perceive and use Information Literacy (IL) as they transition from school to university. A survey method was used to gather data through pre- and post-intervention surveys with 1,333 first-year students enrolled in their first semester of study across all disciplines at the university. The study identified that between 25–35% of students did not enjoy reading, with many students preferring not to read. Students arrived at university with largely misguided confidence in their personal IL skills, especially the skills needed to meet the demands of university level coursework, with up to 47% of students unlikely to have experienced well-resourced libraries at school. The study concludes that implications for university teaching include gaining an early understanding of the IL skills students have when they arrive at university, and the explicit teaching of IL skills, given the identified impact of IL skills on student success and retention rates.
      PubDate: 2022-06-05
      DOI: 10.11645/16.1.3106
      Issue No: Vol. 16, No. 1 (2022)
       
  • Instructional elements in an online information literacy Open Educational
           Resource (OER) and their influence on learner achievement, satisfaction,
           and self-efficacy

    • Authors: Max Sommer, John Hampton, Angela M. Kohnen, Albert D. Ritzhaupt
      Pages: 70 - 90
      Abstract: This study tested the influence of instructional elements within an online Open Educational Resource (OER) focused on information literacy (IL) on outcome measures of IL achievement, learner satisfaction and IL self-efficacy among undergraduate students. An online OER was designed to address the domains of access, evaluation and communication of IL guided by the notion of instructional scaffolding and self-regulated learning. Participants were randomly placed into one of six different OER conditions: (a) full version with all instructional elements, (b) lean version, (c) version without tooltip text, (d) version without embedded practice questions, (e) version without learning objectives and (f) version without summaries. There were no significant differences found across the six conditions on the dependent measures. Participants averaged 58% for IL achievement, performing slightly better in the domain of access versus evaluate and communicate. Limitations include a controlled laboratory setting where participants were not necessarily motivated to complete the study tasks at a high level of achievement. Future research can explore more ecologically valid environments where learners might be more motivated, along with more rigorous intervention and assessment construction. This paper includes implications for educators and researchers to explore the established and innovative instructional elements that are natural affordances of an online OER in IL. This paper presents innovative IL instruction that does not require instructor or learner training and evaluates its effectiveness using a sound, replicable methodological approach to isolate the effects of the individual instructional elements.
      PubDate: 2022-06-05
      DOI: 10.11645/16.1.3113
      Issue No: Vol. 16, No. 1 (2022)
       
  • Faces of informed research: Enabling research collaboration

    • Authors: Clarence Maybee, Susan Gasson, Christine Susan Bruce, Mary Somerville
      Pages: 91 - 107
      Abstract: This paper presents the Faces of Informed Research, an information literacy (IL) framework that aims to enhance researchers’ capacity to participate productively in collaborative interdisciplinary partnerships. Universities and funding bodies increasingly require collaborative approaches to research initiatives. Beneficial for advancing shared research interests, collaboration often requires overcoming significant variation in disciplinary approaches, including how researchers use information to conduct research, to transition unfamiliar researchers into working relationships. A conceptual development process was undertaken to expand on the Seven Faces of Informed Learning to further adapt the framework to collaborative and interdisciplinary research contexts. Embodying critical components of working together, Informed Research especially supports researchers’ collective enablement and enactment of different experiences of using information. Drawing from the pedagogic model Informed Learning Design, an ‘informing narrative' illustrates how the recognition of variations in information experience may be used to enrich researchers’ collaborative capacity. Future investigation will focus on the role of Informed Research in relationship to 1) research training in higher education, 2) group collaboration ‘efficacy,’ 3) research, research management and research collaboration leadership, and 4) the importance of information experiences for successful research, collaboration, and writing.
      PubDate: 2022-06-05
      DOI: 10.11645/16.1.3101
      Issue No: Vol. 16, No. 1 (2022)
       
  • An investigation into information literacy education in library schools in
           Nigeria

    • Authors: Monica Eberechukwu Eze, Doris Emetarom Aduba
      Pages: 108 - 118
      Abstract: The purpose of this paper is to evaluate information literacy (IL) education in library schools in Nigeria, to establish whether they are in line with international and national library and information science (LIS) standards (“library schools” here indicates departments offering LIS qualifications within higher education institutions). The study used document analysis and qualitative methods. First, departmental documents from heads of department and students’ handbooks containing the LIS curriculum were collected from thirty (30) library schools in Nigeria and analyzed. Secondly, lecturers in the department of LIS from the thirteen (13) library schools offering an IL course were engaged in an interview. The study revealed a significant improvement compared to previous studies as 13 out of the 30 Nigerian universities surveyed offered the course “information literacy” as a stand-alone course in the department of LIS. Unfortunately, the study found that majority of the LIS departments do not have IL laboratories for students to acquire practical skills. These findings will provide useful data for stakeholders in the university system such as supervising bodies, university management, heads of department, and library associations and regulatory bodies, assisting them in the creation of policies related to the integration of IL courses into the school system and in enforcing the implementation of these policies.
      PubDate: 2022-06-05
      DOI: 10.11645/16.1.2948
      Issue No: Vol. 16, No. 1 (2022)
       
  • Have a CCOW: A CRAAP alternative for the internet age

    • Authors: Anthony Bernard Tardiff
      Pages: 119 - 130
      Abstract: The CRAAP Test is a popular tool for teaching students to evaluate information. Its simplicity and ease of understanding make it suitable for teaching in the limited time of a typical one-shot library instruction session. However, it has recently come under criticism for being unequal to the internet age. Critics hold that students treat the CRAAP criteria as a checklist, rarely leaving the source under evaluation to gather more information to aid their assessment, an activity crucial for internet factchecking. This paper details a new set of evaluation criteria that seeks to retain the convenient conceptual packaging of CRAAP while encouraging an investigative mindset. Students are asked to actively investigate the Credentials, Claims, and Objectives behind the information they are evaluating. A fourth criterion, Worldview, prompts metacognition and builds the self-awareness critical to making good judgements about information. This paper explores the CCOW criteria and details a flipped, online guide and exercise which has been successfully used to teach information literacy (IL) to college students in their first year of study using CCOW.
      PubDate: 2022-06-05
      DOI: 10.11645/16.1.3092
      Issue No: Vol. 16, No. 1 (2022)
       
  • Book review of Mackey, T., and Jacobson, T. 2022. Metaliteracy in a
           connected world: Developing learners as producers

    • Authors: Jodie R Heap
      Pages: 131 - 132
      PubDate: 2022-06-05
      DOI: 10.11645/16.1.3217
      Issue No: Vol. 16, No. 1 (2022)
       
  • Book review of Koltay, T., 2021. Research data management and data
           literacies

    • Authors: Hozefa Mohammed Husain Ramgadwala
      Pages: 133 - 134
      PubDate: 2022-06-05
      DOI: 10.11645/16.1.3218
      Issue No: Vol. 16, No. 1 (2022)
       
  • LILAC 2022: Conference report

    • Authors: Jess Napthine-Hodgkinson
      Pages: 135 - 137
      PubDate: 2022-06-05
      DOI: 10.11645/16.1.3213
      Issue No: Vol. 16, No. 1 (2022)
       
  • LILAC 2022: A reflection on librarians as teachers

    • Authors: Eva Garcia Grau
      Pages: 138 - 140
      PubDate: 2022-06-05
      DOI: 10.11645/16.1.3223
      Issue No: Vol. 16, No. 1 (2022)
       
  • LILAC 2022: A reflection on inclusivity

    • Authors: Jo Elliot, Ute Brigitte Manecke
      Pages: 141 - 143
      PubDate: 2022-06-05
      DOI: 10.11645/16.1.3224
      Issue No: Vol. 16, No. 1 (2022)
       
  • Intentional librarian-student interactions during COVID-19

    • Authors: Heather A. Dalal, Leslin H. Charles, Megan Dempsey, Cara Berg, Rebecca D. Bushby, Joan Dalrymple
      Pages: 144 - 164
      Abstract: As part of a research study to examine first-year college students’ preparation for college-level research, students at six U.S. institutions of higher education were surveyed in the spring semester of 2021. The pandemic continued to affect the delivery of information literacy (IL) instruction and library services across the United States throughout the 2020–2021 academic year. When students completed this survey in April and May of 2021, the majority of instructional services were offered in synchronous and asynchronous remote formats. The students' engagement with librarians and librarian-created instructional resources were captured via the survey and analysed to determine whether students were able to leverage these interactions and materials despite the remote contexts. Students who did not interact with an academic librarian were less likely to use library resources, had more problems accessing information, and felt more overwhelmed by the quantity of resources and services offered by the library. Results show that intentional student-librarian interactions are a bridge to the acquisition and development of knowledge practices and dispositions of the ACRL Framework for Information Literacy for Higher Education. The findings suggest considerations for moving forward when it comes to communicating with students and delivering IL support in academic libraries around the world as countries emerge from pandemic conditions.
      PubDate: 2022-06-05
      DOI: 10.11645/16.1.3156
      Issue No: Vol. 16, No. 1 (2022)
       
  • Using coaching techniques to teach information literacy to first year
           English undergraduates

    • Authors: Sarah Wolfenden
      Pages: 165 - 171
      Abstract: This is a report on how I integrated coaching techniques into my teaching of information literacy (IL) to 28 FHEQ Level 4 (Year 1) English undergraduates at Brunel University London, UK, during January 2021-April 2021. This was part of a compulsory module, titled Digital Literacy. During this time, it was held online due to COVID-19 lockdowns and, since restrictions have been lifted, I have started teaching this face to face in a flat classroom on the University campus.
      PubDate: 2022-06-05
      DOI: 10.11645/16.1.3153
      Issue No: Vol. 16, No. 1 (2022)
       
  • Improving information literacy and academic skills tuition through flipped
           online delivery

    • Authors: Laurence Morris, Lindsey McDermott
      Pages: 172 - 180
      Abstract: The COVID-19 pandemic forced UK universities to move the majority or all of tuition online. The Library Academic Support Team at Leeds Beckett University used that shift as an opportunity to improve information literacy (IL) and academic skills tuition across the institution. Instruction and support were redesigned on a flipped basis to ensure that online delivery improved on face-to-face delivery rather than simply replicating it. This project report reviews that work with usage statistics, user feedback, practicalities of service provision and discussion of impact. The report extends existing literature with a model of significant institution-level changes to IL and academic skills instruction which could be applied elsewhere. It concludes that the shift to flipped online learning was a qualified success, with the revised approach proving notably more popular and inclusive, also providing other benefits such as more focused in-class discussion. 
      PubDate: 2022-06-05
      DOI: 10.11645/16.1.3108
      Issue No: Vol. 16, No. 1 (2022)
       
  • Technical practices used by information literacy and media information
           literacy services to enable academic libraries to handle the COVID-19
           pandemic

    • Authors: Eugenia de los Angeles Ortega-Martínez, César Saavedra-Alamillas, Matthew Rosendahl, Apolinar Sánchez-Hernández
      Pages: 181 - 193
      Abstract: This study analyses the techniques and procedures that were developed and the changes that took place in the National Autonomous University of Mexico (UNAM) and the Autonomous University of Puebla (BUAP), both in Mexico, and the University of Minnesota Duluth (UMD), in the United States of America. To face the crisis of the COVID-19 pandemic, librarians in these institutions improved their Information Literacy (IL) and Media Information Literacy (MIL) programmes. Design / methodology / approach This study has a mixed methodology with a comparative analysis. For this purpose, data shows the universities’ contexts: the communities of students, teachers, researchers, and librarians, and the e-learning strategies of IL and MIL programmes. Findings As part of the results of the crowdsourcing collaboration between the UMD, UNAM and BUAP, the study shows the different online learning communities and their innovations. Originality Although there is theoretical knowledge about IL and MIL in Mexican universities and University of Minnesota Duluth, the e-learning strategies used by their librarians in this document sought to provide technical solutions and other options for a virtual work scheme that responded to the specific problems presented by COVID-19. In this case, the framework for creating online library services was designed by their librarians for their communities in the context of the current crisis, even when online services had already been established for more than ten years. Research limitations / implications The technological infrastructure, the professionalisation of the library staff and a lack of knowledge of the new virtual teaching-learning needs. Practical implications Analysis of tools for virtual teaching-learning services, description of strategies used by library staff, results and feedback. Social implications IL and MIL strategies created in a variety of contexts can be enhanced by library collaboration in a fully virtual setting. Libraries with better technological infrastructure play a decisive role.  
      PubDate: 2022-06-05
      DOI: 10.11645/16.1.3057
      Issue No: Vol. 16, No. 1 (2022)
       
  • The development and use of online information literacy activities to
           engage first year health students during the COVID-19 pandemic

    • Authors: Gillian Siddall
      Pages: 194 - 203
      Abstract: The article discusses the development of online tutorials to support the Academic Librarians’ information literacy instruction during the first lockdown of the COVID-19 pandemic. The content and development of the activities are presented in relation to information literacy (IL) standards. At the University of Northampton, the first-year students each receive two IL sessions from an Academic Librarian that support their information skills development. The first session focuses on identifying an information need and how to search for relevant information. The second session supports students to understand the referencing process and how to use information ethically. The IL sessions are based on the principles of Active Blended Learning and focus on providing interactive and engaging workshops for students. The activities were designed to support the students on health programmes who began their studies in April 2020 and the students who were receiving their final IL session. The reflections on the IL sessions highlight lessons learnt during the online delivery.
      PubDate: 2022-06-06
      DOI: 10.11645/16.1.3146
      Issue No: Vol. 16, No. 1 (2022)
       
 
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