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Journal of Information Literacy
Journal Prestige (SJR): 0.495
Citation Impact (citeScore): 1
Number of Followers: 898  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1750-5968
Published by Loughborough University Library Homepage  [1 journal]
  • Stay in our lane' No thanks!

    • Authors: Alison Hicks
      Pages: 1–3 - 1–3
      PubDate: 2023-12-03
      DOI: 10.11645/17.2.551
      Issue No: Vol. 17, No. 2 (2023)
  • Information as a relation: Defining Indigenous information literacy

    • Authors: Sandra Littletree, Nicola Andrews, Jessie Loyer
      Pages: 4–23 - 4–23
      Abstract: Informed by relationality and reciprocity, Indigenous librarians who teach play a key role in creating learning opportunities for students to gain information literacy (IL) skills and become better users and creators of information. Through unstructured interviews with seven Indigenous librarians, we find that Indigenous identity and ways of knowing based on relationality and reciprocity are key components shaping the pedagogy of Indigenous librarians, as it informs the ways they enact accountability, build relationships, set boundaries, and practice care. Through this work, we offer a definition of Indigenous information literacy, which is the ability to use information and create or gain knowledge, while practicing the Indigenous concepts of relationality, reciprocity, and respect. This work lays the groundwork for further explorations of relationality, kinship, and Indigenous ways of knowing in information literacy and Indigenous librarianship.
      PubDate: 2023-12-03
      DOI: 10.11645/17.2.8
      Issue No: Vol. 17, No. 2 (2023)
  • An information literacy lens on community representation for participatory
           budgeting in Brazil

    • Authors: Peter Cruickshank, Bruce Ryan
      Pages: 46–6 - 46–6
      Abstract: This paper presents an evaluation of the information literacies used by community representatives when engaging with participatory budgeting in São Paulo City, Brazil. Using questions established from context-setting interviews with stakeholders, a focus group was held in 2019 with eight participative councillors, with in situ interpretation, resulting in a translated transcript of the discussion. Thematic analysis was used to understand information issues faced by community representatives in relation to past research. It was found that the community representatives face informational barriers to their engagement with participatory budgeting, in (a) learning about their role (b) understanding the information needs of the communities served and (c) gathering and sharing information about local issues with stakeholders. These findings allow the refining of CILIP’s definition of information literacy (IL) for citizenship and provide the basis for proposing a model for the IL of community representatives. It is also proposed that future IL research could further develop the role of digitally-enabled place and community in shaping the landscape of literacy and the role of hyperlocal representation. Additionally, the role of translation in cross-lingual IL research is considered.
      PubDate: 2023-12-03
      DOI: 10.11645/17.2.5
      Issue No: Vol. 17, No. 2 (2023)
  • Engaging with practice: Information literacy instruction as a part of
           developing reflective thinking and clinical judgement in nursing studies

    • Authors: Margrethe Bakstad Søvik, Kari Røykenes
      Pages: 69–8 - 69–8
      Abstract: This study examines how nursing students in their final year use skills in information literacy (IL) in clinical placements when working on an assignment in evidence-based practice. The IL instruction and the assignment were designed to give the students room for reflective thinking. Reflective thinking is crucial for developing good practice and adequate care in nursing. The study is qualitatively oriented and sets out to examine what kind of skills and knowledge the students demonstrate when doing an assignment that is practically oriented, and where IL is integrated in other tasks. The empirical material consists of written reflection notes from clinical placement. These notes have been analysed using a version of Bloom’s taxonomy. For educators it is important to focus on how to bridge the theory-practice gap and combine IL with practical work. In this study we have identified some factors that may need more attention when designing similar assignments for students. The conclusion drawn from the reflection notes is that the students are on different levels of maturity and that in designing assignments related to real-life contexts, this should be given more attention.
      PubDate: 2023-12-03
      DOI: 10.11645/17.2.32
      Issue No: Vol. 17, No. 2 (2023)
  • Insights on first-generation students’ development of social capital for
           the rigours of college-level research

    • Authors: Leslin H. Charles
      Pages: 85–1 - 85–1
      Abstract: As a part of a larger study titled, First Years Meet the Frames, this work explores the perceptions of first-generation students (FGS) on their readiness for college-level research as well as their first-year college experience with libraries and librarians. Although, by definition, these students lack the cultural capital normally derived from parents who went to college in order to readily assimilate into higher education institutions, depending on their high school experiences, they may be able to build social capital. Accordingly, this article investigates such opportunities which lie in high schools with strong library programs that have a full-time certified librarian working in alignment with the national school library standards of the American Association of School Librarians (AASL). It addresses what aspects of this preparation facilitate the development of social capital and follows FGS into the first year of college to see how they continue to build it. It also compares FGS to their continuing generation student (CGS) counterparts from the same high schools. Findings show that FGS can build social capital via these high school library programs and continue to leverage their high school experiences and skill sets in order to create new networks and to tackle college-level research during the first year of college. FGS demonstrate similar preparedness and similar confidence in research abilities as their CGS counterparts.
      PubDate: 2023-12-03
      DOI: 10.11645/17.2.9
      Issue No: Vol. 17, No. 2 (2023)
  • Artificial intelligence skills and knowledge in libraries

    • Authors: Karolina Andersdotter
      Pages: 108– - 108–
      Abstract: The rapid expansion of artificial intelligence (AI) poses challenges as well as opportunities for anyone or anything dealing with digital technologies, including libraries. Libraries and librarians have a twofold challenge in that they simultaneously must consider AI applications in library operations as well as AI skills and knowledge as part of the information literacy (IL) training they provide for their users, whether it be in IL programmes or informal learning contexts. This study follows a learning circle in which 123 librarians in Sweden did a pre-existing online course about AI and met up at regular intervals to discuss its contents in a library perspective. The increased knowledge about AI and libraries and the confidence to pass on this knowledge to library users is measured through a self-efficacy test conducted on three separate occasions during the learning circle. The result from the test shows an increase in AI knowledge during the learning circle, although the small sample makes it difficult to draw definitive conclusions. A focus group from the learning circle was interviewed to get an in-depth understanding of librarians’ core topics of concern and excitement regarding AI and libraries. The results from the interview showed that there was a mainly positive view of AI in relation to making library collections more accessible and easier to manage, while there was more concern regarding AI’s impact on the media landscape and how this could impact library users. Introspectively, the focus group perceived challenges in including AI when teaching IL to users as well as in the lack of AI skills among colleagues that could make it difficult to apply or discuss AI in relation to the workplace and the library profession. This paper presents a method of increasing AI knowledge among librarians and library staff. It highlights topics relevant for several library types when faced with the development and application of AI in libraries and in society that based on the results of the study are difficult to escape. The insights may prove useful when planning educational endeavours and when considering library development and strategy related to AI and their implications for libraries and library users.
      PubDate: 2023-12-03
      DOI: 10.11645/17.2.14
      Issue No: Vol. 17, No. 2 (2023)
  • Giving voice to regional Australian academic librarians

    • Authors: Annette Goodwin, Waseem Afzal
      Pages: 131– - 131–
      Abstract: Academic librarians deliver information literacy instruction (ILI) to students, engage with a range of stakeholders, and work in a range of learning environments that are continually changing. While past research has focused on the perceptions of librarians regarding their role in ILI, this has not been a significant focus of research in the Australian higher education context. This study set out to explore the perceptions of six practising academic librarians at a regional Australian university, seeking to understand their perceptions of information literacy (IL), their role in ILI and the challenges they face in this role. The participants did not have a consensus on the nature of IL, despite having a clear definition from the institution. Librarians felt they had both an educative and supportive role and that they brought expertise and authority to ILI. Librarians note­­d that their ILI supported the broader function of the university to meet internal policies and external regulatory requirements. Librarians suggested that an integrated approach to ILI at the institution would improve librarians’ agency in supporting students. The analysis of the findings led to the development of a model for the delivery of effective ILI for this institution. The findings of this study contribute to the existing body of IL research by (a) giving voice to the views of academic librarians working in a regional Australian university, and (b) highlighting the challenges that academic librarians face when delivering ILI at their institution.
      PubDate: 2023-12-03
      DOI: 10.11645/17.2.11
      Issue No: Vol. 17, No. 2 (2023)
  • Information literacy: Did Alvin Toffler beat Paul Zurkowski to it'

    • Authors: Andrew Shenton
      Pages: 150– - 150–
      Abstract: Paul Zurkowski is often considered the “father” of the term, “information literacy” (IL). There were, however, other authors who, at a similar time, were writing about concepts we now consider fundamental to the nature of IL. A work of particular significance is Alvin Toffler’s Future Shock. In this classic text – better known beyond information science than within it – Toffler addresses major themes such as the importance of evaluating information, the need to construct sense from the material we access and the dangers of “information overload”. He is concerned, too, with the more general requirement that, increasingly, people must “learn how to learn”. Personal experience has shown this author that it is possible to create a tool for information users from the closely related ideas of Zurkowski and Toffler, and that each writer recognises independently that the skills associated with the traditional literacies are insufficient if an individual is to function effectively in modern society. Whilst Zurkowski is cited with greater frequency in discussions on IL, it may be Toffler who has done more to highlight to a wider readership the value of information skills in an ever-changing world. Perhaps Zurkowski’s biggest achievement lies in providing a memorable two-word summarising label to his field of interest; it is one that has endured and remains pertinent today, some fifty years on.
      PubDate: 2023-12-03
      DOI: 10.11645/17.2.10
      Issue No: Vol. 17, No. 2 (2023)
  • Book review of Gunilla Widen and Jose Teixeira. 2023. Information literacy
           and the digitalisation of the workplace

    • Authors: Jennifer Winterburn
      Pages: 157– - 157–
      PubDate: 2023-12-03
      DOI: 10.11645/17.2.65
      Issue No: Vol. 17, No. 2 (2023)
  • Book review of Anne C. Behler, Ed. 2023. Leading dynamic information
           literacy programs: Best practices and stories from instruction

    • Authors: Anna Assogba
      Pages: 159– - 159–
      PubDate: 2023-12-03
      DOI: 10.11645/17.2.64
      Issue No: Vol. 17, No. 2 (2023)
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