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Journal of Information Literacy
Journal Prestige (SJR): 0.495  Citation Impact (citeScore): 1 Number of Followers: 761  Open Access journalISSN (Print) 1750-5968 Published by Loughborough University Library  [1 journal]
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- Pushing the boundaries of information literacy publishing
Authors: Alison Hicks
Pages: 1 - 3
PubDate: 2021-12-07
DOI: 10.11645/15.3.3132
Issue No: Vol. 15, No. 3 (2021)
- Kindergarteners building a library of their own
Authors: Hilde Terese Drivenes Moore, Irene Trysnes
Pages: 4 - 19
Abstract: This study investigates how children can develop information literacy (IL) skills even before they learn how to read and write. In the project we used a combination of participatory observation and action research-inspired trialling of digital tools. Kindergarteners were given iPads and access to the app Book Creator to create their own digital stories. The electronic books were gathered and made available to the other children in the class, making a custom local digital library for the kindergarten. This article suggests a new way of considering IL as an emergent literacy, or even perhaps emergent information literacy.
PubDate: 2021-12-07
DOI: 10.11645/15.3.2825
Issue No: Vol. 15, No. 3 (2021)
- ‘Informed’, ‘active’ and ‘engaged’' Understanding and
enacting information literacy from a UK citizenship perspective
Authors: Simon Paul Cloudesley
Pages: 20 - 40
Abstract: Information literacy (IL) has been considered by Library and Information Studies (LIS) research and praxis to be vital in helping citizens be ‘informed’, ‘active’ and ‘engaged’ within society. LIS discourse has explored different conceptions of citizenship and its relationship with IL within the paradigm of liberal democratic societies. Critical IL approaches have in turn promoted a citizenship of personal agency, empowerment, challenging the status quo and the pursuit of social justice, as well as focusing on what has been termed ‘political literacy’. However, critical information literacy has also problematised some of the approaches to citizenship found in LIS discourse. Despite the complexity of the subject, empirical study into these issues is still severely lacking. This research moves to start addressing this need by investigating how IL is understood and enacted from the perspective of UK citizenship. Using a qualitative approach of semi-structured interviews with five UK citizens based in Oxford, UK, in the summer of 2019, it set out to establish the relationship between IL and citizenship in a personal context. It was found to be understood and enacted through the development of socially-constructed personal citizenship information landscapes, oriented to a personal sense of citizenship, agency, motivation and empowerment. These personal landscapes challenge some of the established IL paradigms of ‘informed’, ‘active’ and ‘engaged’ citizens, as well as related concepts of information ‘wealth’ and ‘poverty’. They also raise questions of the role of personal ethics in decision making as citizens and potential tensions with ‘acceptable’ norms. These findings help to further problematise the dynamic between IL and citizenship, and challenge LIS research and praxis not just to promote specific values and goals, but also to work towards a greater understanding of the personal contexts shaping that dynamic.
PubDate: 2021-12-07
DOI: 10.11645/15.3.2934
Issue No: Vol. 15, No. 3 (2021)
- ‘Babe… you're a bit of a know it all’: Student love and breakup
letters to a library research skills tutorial
Authors: Danielle Dennie, Susie Breier
Pages: 41 - 55
Abstract: This study employed a novel user experience method, the love/breakup letter, to evaluate the usefulness of an online information literacy (IL) tutorial for students writing assignments with research requirements. Thematic coding of the letters showed that this method elicited revealing responses from students about their confidence in doing library research, preferred learning styles, and intentions to use such a tool again. In contrast with highly-favourable prelaunch user testing results, the majority of students wrote breakup letters to the tutorial and several bypassed it altogether despite their explicit assignment instructions. The findings have implications for librarians exploring new research methods and investigating practical applications of online IL teaching tools designed for self-directed learning.
PubDate: 2021-12-07
DOI: 10.11645/15.3.2887
Issue No: Vol. 15, No. 3 (2021)
- (Mis)information, information literacy, and democracy
Authors: Pascal Lupien, Lorna Rourke
Pages: 56 - 81
Abstract: The current political climate is characterized by an alarming pattern of global democratic regression driven by authoritarian populist leaders who deploy vast misinformation campaigns. These offensives are successful when the majority of the population lack skills that would allow them to think critically about information in the political sphere, to identify misinformation, and therefore to fully exercise democratic citizenship. Political science has theorized the link between information and power and information professionals understand the cognitive decision-making process involved in processing information, but these two literatures rarely intersect. This paper interrogates the links between information literacy (IL) and the rise of authoritarian populism in order to advance the development of a new transtheoretical model that links political science (which studies power), information science, and critical pedagogy to suggest new paths for teaching and research. We call for a collaborative research and teaching agenda, grounded in a holistic understanding of information as power, that will contribute to achieving a more informed citizenship and promoting a more inclusive democracy.
PubDate: 2021-12-07
DOI: 10.11645/15.3.2947
Issue No: Vol. 15, No. 3 (2021)
- A qualitative investigation of the digital literacy practices of doctoral
students
Authors: Diane Louise Bell
Pages: 82 - 99
Abstract: Academic libraries are currently part of a landscape where there is a rapid growth of digital technologies and electronic resources and they have responded to this by developing their research services. Some of the most specialised and complex research in higher education is conducted by doctoral students and the effective use of digital tools and skills is often crucial to their research workflow and success. The need for digital literacy has been further emphasised during the global pandemic of 2020-21 which has required the maximisation of online working and digital skills to ensure the continuation of education, services and research productivity. This paper presents the findings of a qualitative research study in a UK university exploring factors influencing differences in the digital literacy skills of doctoral students. The literature included has been updated as digital skills and technologies are a constantly changing area of research. Due the complex nature of doctoral research, it was difficult to draw definite conclusions about the many factors which influence the digital literacy practices of research students. Students interviewed in the study discussed their approaches to and understanding of information, digital and media literacy (Jisc, 2016) but the influence of demographic factors such as age, discipline and gender could not easily be evaluated. All students in the study appeared to be under time pressure and required a high level of organisation and this was assisted by digital skills and proficiency and access to robust hardware and software. They believed they were largely self-taught and some required appropriate training at the point of need to increase their research productivity. This paper will explore how evidence-based practice and engagement may be used to understand the digital practices of doctoral students and to inform the development of research services within academic libraries.
PubDate: 2021-12-07
DOI: 10.11645/15.3.2829
Issue No: Vol. 15, No. 3 (2021)
- Step Up to Masters
Authors: Daniel John Pullinger, Jiani Liu
Pages: 100 - 118
Abstract: The article in question introduces research conducted by the Learning Development Team at the University of Leeds on the academic literacy skills development needs and expectations of taught postgraduate students, and the subsequent creation of an innovative new online resource, Step Up to Masters. As well as focusing on key topics highlighted by the research, the resource encourages students to reflect on their individual development priorities and to select the most relevant support options for their successful transition to taught postgraduate (PGT) study. The rationale behind this reflect and select approach has been informed by a synthesis of (a) the outcomes of key studies on the diverse needs and challenges faced by PGT students when making the transition to Masters study, and (b) the team’s own research findings on PGT students’ academic development priorities and preferences. Step Up to Masters received the Digital Award for Information Literacy 2020, and was central to the online PGT induction programme initiated at Leeds for 2020/21 in response to the coronavirus pandemic.
PubDate: 2021-12-07
DOI: 10.11645/15.3.3095
Issue No: Vol. 15, No. 3 (2021)
- The implementation and embedding of digital skills and digital literacy
into the curriculum considering the Covid-19 pandemic and the new SQE
Authors: Matthew Carl, Louise Worsfold
Pages: 119 - 133
Abstract: This paper focuses on the introduction of a new model of digital teaching and resource provision for the University of Law (ULaw) Library Service, during the Covid-19 pandemic. It details the processes and steps we took to achieve the three core aims of: a new mode of online skills delivery, the creation of self-directed, independent learners in the various student cohorts at the university and the creation of a flexible self-assessment platform to provide an incremental learning journey for both students and staff. This paper also highlights some of the challenges and difficulties we faced, arising from a project of this size and nature.
PubDate: 2021-12-07
DOI: 10.11645/15.3.3007
Issue No: Vol. 15, No. 3 (2021)
- Capturing the big picture
Authors: Navroop Gill, Elena Springall
Pages: 134 - 142
Abstract: This project report describes an internal scan of library staff involved in instruction in a large academic library system. 64 semi-structured interviews were conducted and qualitatively analysed in order to produce a summary of instruction across the library system, and both the challenges faced and supports desired by these instructors. The most often mentioned challenges included the wide variety of students and class characteristics encountered, limitations around time, and navigating faculty expectations. The supports described with greatest frequency were professional development opportunities to support instruction practice, a greater sense of community among those doing instruction, and increased awareness of instruction practices both across the library system and in the institution at large. These finding allowed the authors to form recommendations for the library system to help advance instruction in support of teaching and research in the institution.
PubDate: 2021-12-07
DOI: 10.11645/15.3.3020
Issue No: Vol. 15, No. 3 (2021)
- Cartooning the Cambridge University Libraries
Authors: Clare Louise Trowell
Pages: 143 - 161
Abstract: Comics and cartoons are valued in twenty-first century popular culture and are increasingly used as ‘Applied Comics’ to help communicate key messages and information in society. However, there is less evidence of cartoons and comics being used to communicate with and engage library users in learning, information literacy (IL) and research support. This paper explores case studies of how several different projects have utilised comics as a medium to deliver key messages about library services to support teaching and research at Cambridge University Libraries. The paper examines the use of comics and cartoons in a library context framed in a theory of comics and visual learning. The reception and output of the comics and cartoons with different audiences at Cambridge University Libraries is explored and the paper proposes that further research could be done to examine the potential of comics in communication and IL.
PubDate: 2021-12-07
DOI: 10.11645/15.3.2926
Issue No: Vol. 15, No. 3 (2021)
- FestivIL 2021
Authors: Heena Karavadra
Pages: 162 - 163
PubDate: 2021-12-07
DOI: 10.11645/15.3.3102
Issue No: Vol. 15, No. 3 (2021)
- FestivIL 2021
Authors: Amy Wong
Pages: 164 - 165
Abstract: A report on the FestivIL Conference 2021 from the perspective of a school librarian.
PubDate: 2021-12-07
DOI: 10.11645/15.3.3098
Issue No: Vol. 15, No. 3 (2021)
- FestivIL 2021
Authors: Charlotte Natalie Kate Dormer
Pages: 166 - 168
Abstract: Conference report for Day 3 of FestivIL, which took place 6-8 July 2021 online in the place of the postponed LILAC conference.
PubDate: 2021-12-07
DOI: 10.11645/15.3.3082
Issue No: Vol. 15, No. 3 (2021)
- ECIL 2021
Authors: Jane Hammons
Pages: 169 - 171
PubDate: 2021-12-07
DOI: 10.11645/15.3.3124
Issue No: Vol. 15, No. 3 (2021)
- ECIL 2021
Authors: Marco Schirone
Pages: 172 - 174
PubDate: 2021-12-07
DOI: 10.11645/15.3.3125
Issue No: Vol. 15, No. 3 (2021)
- Book review of Takayanagi, T., 2020. Informal learning and literacy among
Maasai women: Education, emancipation and empowerment
Authors: Shu Wan
Pages: 175 - 176
PubDate: 2021-12-07
DOI: 10.11645/15.3.3091
Issue No: Vol. 15, No. 3 (2021)
- Book review of Xu, L. (ed.). 2021. Engaging undergraduates in primary
source research
Authors: Amber Victoria Edwards
Pages: 177 - 178
Abstract: This review examines the book Engaging Undergraduates in Primary Source Research, a collection of essays edited by Lijuan Xu.
PubDate: 2021-12-07
DOI: 10.11645/15.3.3126
Issue No: Vol. 15, No. 3 (2021)
