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Journal of Information Literacy
Journal Prestige (SJR): 0.495
Citation Impact (citeScore): 1
Number of Followers: 936  

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

    • Authors: Alison Hicks
      Pages: 1 - 2
      PubDate: 2020-06-05
      DOI: 10.11645/14.1.2803
      Issue No: Vol. 14, No. 1 (2020)
  • Training the trainer to embed IL into curricula

    • Authors: Michael Flierl, Rachel Fundator, Jason Reed, Bethany McGowan, Chao Cai, Clarence Maybee
      Pages: 3 - 18
      Abstract: Academic libraries have long recognised the benefits of integrating information literacy into disciplinary curricula. One model that addresses the common problems of sustainability and scalability of such efforts is the train the trainer model, where academic librarians serve as faculty developers. Improving faculty development efforts requires understanding the methods and strategies of librarians engaged in this work. Using an action research methodology, this paper investigated the experiences of librarians and disciplinary instructors participating in a course redesign program at a large, public university in the midwestern United States, in order to identify effective strategies for engaging with disciplinary instructors about information literacy. Findings include focusing on pragmatic, contextual ways in which students will need to use information in the future, providing professional development opportunities for librarians to further develop faculty development skills, and prioritising strong collaborations between librarians and other academic units.
      PubDate: 2020-06-05
      DOI: 10.11645/14.1.2670
      Issue No: Vol. 14, No. 1 (2020)
  • A review of information literacy programmes in higher education

    • Authors: Delyth Morris
      Pages: 19 - 40
      Abstract: This review will aim to establish if there is strong evidence to suggest a student preference for delivery format within information literacy teaching. This research supports and builds on research previously undertaken by Cardiff University (Weightman et al., 2017). Weightman et al (2017) addressed the effect of face-to-face or online learning specifically on learning outcomes. This review specifically focuses on the effects of these methods, and blended formats, on student preference. This research informs teaching practice specifically within Cardiff University’s library service but also teaching practice generally. A comprehensive systematic literature search was undertaken in four databases: Library, Information Science and Technology Abstracts (LISTA), British Education Index, ERIC and Scopus. Seven new papers were identified to update the previous discussions on student preference of information literacy teaching format (Weightman et al., 2017). Critical appraisal was undertaken of these newly identified papers. Weightman et al.’s (2017) systematic review suggested that there was no student preference in relation to delivery format. Of the seven new papers identified in this review, two (DaCosta, 2007; Gorman & Staley, 2018) show a slight preference for format; one for online and one for face-to-face although there are limitations to the studies. Of the five remaining studies (Craig & Friehs, 2013; Kelly, 2017; Lag, 2016; Lapidus et al., 2012; Matlin & Lantzy, 2017) all showed a comparable experience between formats, although limitations of these studies are also acknowledged. The update search and appraisal of the literature concurs with previous conclusions (Weightman et al., 2017) that experiences are comparable and student preference is generally neutral in relation to delivery format. Student learning outcomes and student preference are comparable regardless of format (Weightman et al., 2017).
      PubDate: 2020-06-05
      DOI: 10.11645/14.1.2668
      Issue No: Vol. 14, No. 1 (2020)
  • Advocacy engagement

    • Authors: Peggy Nzomo; PhD, Paul Fehrmann
      Pages: 41 - 65
      Abstract: The current research sought to identify what skills, knowledge, and behaviours (SKBs) in advocacy engagement are closely associated with information literacy skills. The paper examines what role information literacy (IL) skills play in making one an effective advocate by drawing on everyday life situations that involve advocacy such as self-advocacy, social advocacy, patient advocacy, parent advocacy, and policy advocacy. A rapid scoping review was completed using articles published within the last ten years (2008–2019). The articles were retrieved from Academic Search Complete, a multidisciplinary database. The aim of our initial review was to identify what skills, knowledge and behaviours are deemed essential for everyday life situations that involve advocacy. Charting of the literature was then used to map the skills, knowledge and behaviours mentioned in relation to advocacy to information literacy skills. Results showed how the knowledge component in advocacy engagement is closely associated with various IL skills such as finding information, evaluation of information and sharing information. Implications of the study point towards the importance of emphasising IL instruction in broader contexts beyond higher education and/ or academic libraries. The study shows that IL skills are important in the public realm and in primary (elementary) and secondary (high) school contexts as well. Therefore, public librarians and school librarians should be just as engaged in equipping their patrons/clientele with IL skills that may be needed for different types of advocacy such as self-advocacy, parent advocacy and patient advocacy. The study also has implications for humanitarian research and research that involves situations of information poverty as these contexts will often involve advocacy work as well.
      PubDate: 2020-06-05
      DOI: 10.11645/14.1.2695
      Issue No: Vol. 14, No. 1 (2020)
  • The amazing library race

    • Authors: Joseph Marmol Yap, Janice Penaflor
      Pages: 66 - 82
      Abstract: In this time of disinformation and misinformation, libraries remain a reliable source of truthful and factual information. As they fervently support the agenda of lifelong learning, libraries recognise that there are various influences that redefine the process of student learning. Admittedly, librarians need to be more creative in motivating post-millennial students to help them fully develop their Media and Information Literacy (MIL) skills.   This paper explores how games are adopted and utilised by academic libraries as an interactive approach to entice students to learn essential MIL competencies. It shows how games can be a viable tool not only to deliver information literacy (IL) instruction in a collaborative learning environment but to also effectively engage and attract students to use the library resources and services. While the use of games is not novel, the way it is delivered and re-purposed to meet MIL competencies is vital for today’s young generation of learners. This report demonstrates how two academic libraries in the Philippines and Kazakhstan were able to embed MIL skills through a library race challenge. Furthermore, this paper discusses the practical steps undertaken in the preparation of the game as well as the observations made during and after the activity was conducted. From this, other libraries may gain insights and best practices on how to leverage this method to further champion MIL in their own communities.
      PubDate: 2020-06-05
      DOI: 10.11645/14.1.2708
      Issue No: Vol. 14, No. 1 (2020)
  • Library SkillUP

    • Authors: Monica Jane Rivers-Latham, Helen Singer, Louise Conway
      Pages: 84 - 95
      Abstract: This project report describes the workflow model used at the University of Hertfordshire to develop and test a suite of new digital information skills materials for students. The approach taken was informed by findings from the Jisc Student Digital Experience Tracker and good practice from Jisc’s NUS Benchmarking tool. Content was mapped against the digital information literacy segment of Jisc’s Digital Capabilities framework and CILIP’s information literacy definition. The project set out to reuse, refresh and repurpose existing online resources and identify new content where necessary to provide a set of up to date learning objects, which academics could easily embed at point of need into their programmes of study, according to the university’s Guided Learner Journey principles. The project also sought to make an informed decision around which digital technology/platform to use for content creation. Due to the required functionality, Instructure’s Canvas, which is already used by the university for all its courses, was chosen as a platform for the materials. The team used University College London’s ABC Learning Design methodology to design the curriculum and writing teams followed a pedagogical approach to create content and interactive learning elements for the Canvas Library SkillUP module. Students were consulted and provided feedback at all stages of the project.
      PubDate: 2020-06-05
      DOI: 10.11645/14.1.2745
      Issue No: Vol. 14, No. 1 (2020)
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