The legacy of the Information Competencies for Students in Design Disciplines

2017 ◽  
Vol 42 (2) ◽  
pp. 86-88
Author(s):  
Barbara Opar
Keyword(s):  
Information Literacy ◽  
Core Curriculum ◽  
Literacy Skills ◽  
Art And Design ◽  
The Core ◽  
The Us ◽  
Information Competencies ◽  
Information Literacy Skills ◽  
Design Students ◽  
First Time

Information Competencies for Students in Design Disciplines compiled, for the first time in the US, a list of core information literacy skills for design students. Divided into basic, intermediate, and advanced skills in each design discipline, it helped to define and delimit information literacy skills in these subjects, and were intended to facilitate a systematic means of integrating information literacy skills into the core curriculum of design courses. Closely related to the ACRL Information Literacy Competency Standards for Higher Education, Information Competencies were written by a group of art and design librarians (Jeanne Brown, Jane Carlin, Thomas Caswell, Edith Crowe, Maya Gervits, Susan Lewis, Alan Michelson, Barbara Opar and Jennifer Parker) and published by ARLIS/NA in 2006 (rev. 2007). This article is personal reflection by one of its authors on its legacy ten years after publication.

scholarly journals Perceptions of Medical Librarians Towards the Importance of Information Literacy Skills

2015 ◽  
Vol 16 ◽  
pp. 01-07
Author(s):  
Midrar Ullah ◽  
Kanwal Ameen
Keyword(s):  
Private Sector ◽  
Information Literacy ◽  
Information Sources ◽  
Literacy Skills ◽  
Public And Private ◽  
Medical Institutions ◽  
Library Users ◽  
Information Competencies ◽  
Information Literacy Skills ◽  
Public And Private Sector

The purpose of this study was to find out medical librarians' perceptions towards the importance of information literacy (IL) skills. A structured questionnaire, consisting of eight IL skills, was administered to the head librarians of all academic medical institutions in Pakistan. The respondents were asked to rate the importance of IL skills for their users on a 5-point Likert scale (1- Least important to 5-Most important). A total of 69 (60.5 %) usable questionnaires were returned out of 114 disseminated to the respondents. The IL skills about “accessing the needed information effectively and efficiently”, “identifying relevant, authoritative and reliable information sources”, “recognizing the need for information”, "verifying the relevance and quality of information sources” and “using information ethically and legally” got mean scores exceeding four from head librarians of both public and private sector medical institutions. However, IL skill "evaluating the information critically” received mean score less than four i.e., 3.94 from public sector medical librarians and IL skills "organizing information collected or generated in a logical way" and "using the selected information effectively to accomplish a specific task" although considered important but got lower mean scores (3.97 each) from private sector medical librarians. Respondents from both public and private sector medical institutions had considered all the eight IL skills important for their library users, meaning that library users must be adequately equipped with information competencies.

Meeting the Information Literacy Skills of Diverse Primary School Pupils Through the School Libraries

2011 ◽  
Vol 4 (3) ◽  
pp. 117-122 ◽  
Author(s):  
Nwachukwu V. N. Nwachukwu V. N. ◽  
◽  
ESKAY, M. Eskay, M. ◽  
Ifeanyichukwu, J.N. Ifeanyichukwu, J.N.
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
School Libraries ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Primary School Pupils

scholarly journals Improving nurses’ readiness for evidence-based practice in critical care units: results of an information literacy training program

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Jamileh Farokhzadian ◽  
Somayeh Jouparinejad ◽  
Farhad Fatehi ◽  
Fatemeh Falahati-Marvast
Keyword(s):  
Critical Care ◽  
Training Program ◽  
Information Literacy ◽  
Intervention Group ◽  
Literacy Skills ◽  
Evidence Based ◽  
Control Groups ◽  
Critical Care Units ◽  
Literacy Training ◽  
Information Literacy Skills

Abstract Background One of the most important prerequisites for nurses’ readiness to implement Evidence-Based Practice (EBP) is to improve their information literacy skills. This study aimed to evaluate the impact of a training program on nurses’ information literacy skills for EBP in critical care units. Methods In this interventional study, 60 nurses working in critical care units of hospitals affiliated to Kerman University of Medical Sciences were randomly assigned into the intervention or control groups. The intervention group was provided with information literacy training in three eight-hour sessions over 3 weeks. Data were collected using demographic and information literacy skills for EBP questionnaires before and 1 month after the intervention. Results At baseline, the intervention and control groups were similar in terms of demographic characteristics and information literacy skills for EBP. The training program significantly improved all dimensions of information literacy skills of the nurses in the intervention group, including the use of different information resources (3.43 ± 0.48, p < 0.001), information searching skills and the use of different search features (3.85 ± 0.67, p < 0.001), knowledge about search operators (3.74 ± 0.14, p < 0.001), and selection of more appropriate search statement (x2 = 50.63, p = 0.001) compared with the control group. Conclusions Nurses can learn EBP skills and apply research findings in their nursing practice in order to provide high-quality, safe nursing care in clinical settings. Practical workshops and regular training courses are effective interventional strategies to equip nurses with information literacy skills so that they can apply these skills to their future nursing practice.

Lessons learned from designing flipped lessons for fourth grade students: implications for school librarians

2016 ◽  
Vol 33 (8) ◽  
pp. 19-23 ◽  
Author(s):  
Daniella Smith
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
Information Literacy ◽  
Technology Implementation ◽  
Literacy Skills ◽  
Lessons Learned ◽  
Flipped Learning ◽  
School Librarians ◽  
Content Type ◽  
Information Literacy Skills

Purpose The purpose of this study is to examine student perceptions of flipped learning lessons designed to teach information literacy skills. Design/methodology/approach A mixed-method design was implemented using a paper-based survey and an online focus group. The survey asked questions about the participants’ perceptions of the flipped lessons. The focus group was used to clarify the participants’ responses to the survey questions. Findings A majority of the students enjoyed completing the lessons. Responses also indicated that a majority of the students felt that the lessons helped them prepare for class. However, issues with computers and internet connectivity at home resulted in some of the students completing the lessons before or after school. Research limitations/implications This study was limited to a class of 21 students enrolled in a public school in North Texas. Originality/value There is limited research supporting the value of flipped learning in relation to the technology implementation role of school librarians. This study provides insights into how school librarians can develop flipped learning lessons in collaboration with classroom teachers to improve the information literacy skills of students.

Examining digital information literacy as a determinant of women's online shopping behavior

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Munazza Mahmood ◽  
Syeda Hina Batool ◽  
Muhammad Rafiq ◽  
Muhammad Safdar
Keyword(s):  
Information Literacy ◽  
Online Shopping ◽  
Literacy Skills ◽  
Shopping Behavior ◽  
Digital Information ◽  
Content Type ◽  
Information Literacy Skills ◽  
Information Professionals ◽  
Online Shopping Behavior

PurposeThe present study aims to examine the current digital information literacy (DIL) skills of female online shoppers in Lahore city of Pakistan. Data were gathered from a purposive sampling of women, aged between 20–50 years who were buying products online, not from the traditional retail stores. Out of 309 received questionnaires, 269 responses were useable and were utilized for data analysis. Descriptive and inferential statistics were used to deduce inferences.Design/methodology/approachQuantitative research approach was employed for this study, and a survey was conducted to collect the data from the study's respondents. For data analysis, descriptive and inferential statistics were used.FindingsResults revealed that the digital information literacy skills of women were good to a moderate level. However, they were not confident in applying advanced searching options. In accordance with what was hypothesized in a directional hypothesis, DIL was found to be a strong predictor of online shopping behavior of women, consequently highlighting the importance of such competencies in modern life. Other findings illustrate that participating women rarely engaged in online shopping and felt hesitation in using credit/debit card for online transactions.Research limitations/implicationsThese observations highlight the important role of information professionals in creating digital literacy among different population groups, specifically women, by planning digital information instruction through courses, workshops and trainings. This could eventually be possible with the dynamic role of librarians or information professionals in the society.Originality/valueThe present study adopts the unique approach of measuring online shopping behavior of female shoppers in connection with their digital information literacy skills.

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