scholarly journals Supporting open information literacy via hybridised design experiments

2018 ◽  
Vol 12 (2) ◽  
pp. 89
Author(s):  
Kristen Radsliff Rebmann
Keyword(s):  
Information Literacy ◽  
Information Science ◽  
Open Educational Resources ◽  
Design Experiment ◽  
Library And Information Science ◽  
Learning Design ◽  
Learning Approaches ◽  
Project Report ◽  
Information Practice ◽  
Design Experiments

This report discusses a project that forms connections between design experiment and informed learning approaches to designing learning activities supportive of open information literacy and scholarly communication among library and information science graduate students. Open information literacy is defined as information literacy relating specifically toward leveraging open access and open educational resources. Focus is placed on implications for research and practice by exploring one example of a hybridised, informed learning design experiment that fused subject content and open information practice. This project report represents an early step in thinking about the possibilities of infusing informed learning research structures and strategies with design experiments.

scholarly journals Open Access Research Via Collaborative Educational Blogging: A Case Study from Library & Information Science

Open Praxis ◽  
2017 ◽  
Vol 9 (3) ◽  
pp. 345 ◽  
Author(s):  
Kristen Radsliff Rebmann ◽  
Camden Bernard Clark
Keyword(s):  
Open Access ◽  
Information Science ◽  
Research Strategy ◽  
Open Access Publishing ◽  
Design Experiment ◽  
Library And Information Science ◽  
Learning Design ◽  
Knowledge Domain ◽  
Educational Blogging

This article charts the development of activities for online graduate students in library and information science. Project goals include helping students develop competencies in understanding open access publishing, synthesizing research in the field, and engaging in scholarly communication via collaborative educational blogging. Using a design experiment approach as a research strategy, focus is placed on the design of the collaborative blogging activity, open access research as a knowledge domain, and analyses of four iterations of the project. Findings from this iterative learning design suggest several benefits of implementing collaborative educational blogging activities in distance contexts.

scholarly journals Microaggressions as a Barrier to Effective Collaboration Between Teaching Faculty and Academic Librarians: An Analysis of the Results of a US and Canadian Survey

2018 ◽  
Vol 2 (3) ◽  
Author(s):  
Ahmed Alwan ◽  
Joy Doan ◽  
Eric Garcia
Keyword(s):  
Student Success ◽  
Information Literacy ◽  
Quantitative Data ◽  
Information Science ◽  
Academic Librarians ◽  
Library And Information Science ◽  
Working Relationships ◽  
Teaching Faculty ◽  
Effective Collaboration ◽  
And Performance

Facilitating effective collaboration with teaching faculty (TF) for the purposes of student success and performance is often a priority for academic librarians (AL). The topic of effective partnerships between these two groups has received a great deal of scholarly attention within the field of library and information science (LIS). However, in practice, harmonious working relationships can be difficult to establish and maintain. This is in part due to the lack of understanding of the role and status of AL by TF. The existing divide between these parties has led to discourse and dismissive actions on the part of TF that may be perceived by some AL as microaggressive. While some work has been done on microaggressions in higher education, little quantitative data exists on status-based microaggressions by TF towards AL and its effect on collaboration in the context of information literacy (IL). In early 2016, the researchers surveyed U.S. and Canadian AL in order to collect data on perceived status-based microaggressive experiences. Analysis of the data indicates that status-based microaggressions, although not ubiquitous, do exist. Moreover, the data indicates that some librarians may experience more frequent instances of status-based microaggressions based on self-reported demographic characteristics.

scholarly journals First-generation students’ information literacy in everyday contexts

2019 ◽  
Vol 13 (2) ◽  
pp. 73
Author(s):  
Darren Ilett
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
First Generation ◽  
Information Science ◽  
Funds Of Knowledge ◽  
Library And Information Science ◽  
Deficit Thinking ◽  
First Generation Students ◽  
Research Papers ◽  
The Us

Historically, much of the Library and Information Science (LIS) literature on first-generation students (FGS) framed them using deficit thinking, emphasising what they lacked to be successful in higher education. In contrast, recent scholarship has turned to asset-based pedagogies, shifting the focus onto the strengths that FGS bring to college. Further, LIS research on FGS has examined how students engage with information solely in academic contexts, such as completing research papers or navigating higher education procedures. The current study contributes to the discussion of asset-based pedagogies by using a funds of knowledge approach to explore the ways in which FGS at a mid-sized university in the US engage with information, and it expands the scope of inquiry to several everyday contexts, including students’ households, workplaces, and communities. The findings reveal a variety of funds of knowledge concerning participants’ information literacy (IL) and lay the foundation for IL instruction that meets FGS where they are, thus serving them more equitably.

scholarly journals Information Literacy Competencies: A Conceptual Analysis

2018 ◽  
Author(s):  
Chinwe Veronica Anunobi ◽  
Obiora Kingsley Udem
Keyword(s):  
Information Literacy ◽  
Conceptual Analysis ◽  
Information Science ◽  
Literacy Skills ◽  
Library And Information Science ◽  
Exploratory Approach ◽  
Information Literacy Skills ◽  
Knowledge And Attitude ◽  
Information Competency ◽  
Information Literacy Competencies

Purpose: This paper reviewed literature as they relate to Information Literacy Competency. The review is necessary so as to guide students as well as scholars of Library and Information Science who may want to be exposed to the concepts and elements of Information Literacy.Design/Methodology: The exploratory approach was used for this study; first a conceptual framework was examined so as to identify the components of Information Literacy Competency which is combination of Knowledge, Skills and Attitude. This was followed by review of elements of three models of Information Literacy as well as review of views of scholars on Information Literacy Competencies. Finally position was taken on Information Literacy Competency.Findings: The paper found out that the term Information Literacy Competency and Information Literacy skills though often used interchangeably are not the same. Information literacy competency is a combination of knowledge, skills and attitudes towards recognizing when and why information is needed, where to find it, how to evaluate, manage and apply it, synthesize, use and communicate it ethically and legally. On the other hand, skill is a component of competency which includes other components (knowledge and attitude).Originality/Value: The value of this paper lies in its identification and discussion on review of the views and position on the concepts of information competency and literacy. It also brings together scholars and schools of thought ideology on information literacy competency which is expected to aid those in quest for knowledge.

scholarly journals New Understandings of Current Information Literacy Instruction Practices: Informing our Scholarship and our Teaching

2018 ◽  
Author(s):  
Heidi Julien ◽  
Don Latham ◽  
Melissa Gross
Keyword(s):  
Information Literacy ◽  
Academic Libraries ◽  
Literacy Instruction ◽  
Information Science ◽  
Recent Survey ◽  
Academic Librarians ◽  
Library And Information Science ◽  
Current Information ◽  
Research Questions ◽  
Teaching Responsibilities

This paper examines the implications of findings from a recent survey of academic librarians with teaching responsibilities in U.S. academic libraries, for what they can suggest to library and information science scholars in terms of research questions, and for how they can inform our preparation of future librarians.

scholarly journals COLLABORATIVE LEARNING

2017 ◽  
Author(s):  
Athiatul Haqqi
Keyword(s):  
Collaborative Learning ◽  
Information Literacy ◽  
Learning Process ◽  
Information Science ◽  
Teaching Method ◽  
Process Condition ◽  
Library Science ◽  
Library And Information Science ◽  
Systems Model ◽  
Student Information

This article aims to know about the learning process on majors lecture at library and Information science departement. This Research focussed on applying systems model the colaborative learning in the development of ability of students�s information literacy for student of library and information science departement of the Adab and Humaniora Faculty of the state Islamic University of SulthanThaha Saifuddin Jambi. The result of this research showed that the learning process condition of students of the fifth semester (A/B/C) of 2016/2017 academic was good even to lower category. The describt of learning result for the student�s ibrary and information science of the fifth (A/B/C) on 2016 / 2017 academic for six lectures were goodness have visible with the value estimation obtained by B or B+ predicate or 7 - 7,99 predicate. The factors that influenced lecturer in learning process to the students of the fifth semester ( A/B/C) of Majors of Library Science are; teaching method of lecturer, support of literatures; and the systems of teaching planning for lecturer. The collaborative learning model what expected in the improving efforts of the student information literacy are; Engagement, Exploration, Transformation, Presentation, and Reflection.

scholarly journals Health Information behaviour during COVID-19 outbreak among Egyptian library and information science undergraduate students

2020 ◽  
pp. 026666692097618
Author(s):  
Ahmed Shehata
Keyword(s):  
Health Information ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Information Science ◽  
Literacy Skills ◽  
The Internet ◽  
Library And Information Science ◽  
Information Behaviour ◽  
Study Results ◽  
Information Literacy Skills

Health information shared on the Internet has the potential to improve people’s quality of life. However, the level of health information literacy and informational skills determines the individuals’ ability to obtain credible health information useful for them. This study investigates the Egyptian LIS undergraduates’ health information behaviour during the COVID-19 pandemic. The study has adopted a quantitative approach using a questionnaire to explore library and information science undergraduates’ health information behaviour. A sample of 161 students answered a questionnaire. The data were analysed using SPSS software. The study results show that official health websites, social media, and family and friends are the primary sources for health information for the participants. The findings also revealed that the sample has adequate health information skills, though many of the participants still need to raise their information literacy skills. Information credibility and personal beliefs were found to affect the participants’ decision to share health information on the Internet. One of the limitations of the study is that the sample selected in this study was LIS students who are trained to find reliable information as part of their education. Findings may be different for the “average” student. Furthermore, the questionnaire was distributed in one university, which means that the results cannot be generalised in other LIS departments using different courses. Therefore, more studies need to be conducted in other LIS departments with different course plans as they may produce different results. This study explores the health information behaviour of LIS undergraduates during the COVID-19 pandemic. The current study results may help develop the course plan in many LIS departments in Egypt and the Middle East, which would help improve the students’ health information literacy.

Library and Information Science Education and Graduate Programs in Academic Libraries

2016 ◽  
pp. 218-229
Author(s):  
Lyu Na
Keyword(s):  
University Students ◽  
Graduate Education ◽  
Information Literacy ◽  
Academic Libraries ◽  
Information Science ◽  
Graduate Programs ◽  
Academic Library ◽  
Entrance Examination ◽  
Library And Information Science ◽  
Training Experience

In academic libraries, there are two main types of education activities: information literacy, serving all university students and staff, and graduate education, focusing on LIS students. Academic libraries bear the responsibility of teaching information literacy to university students and staff, so the libraries develop a variety of training programs to help them with literature retrieval and resource utilization in order to improve their academic abilities. The first library to offer graduate education in library and information science independently was Shanghai Jiaotong University, which received authorization to offer an information science master's degree in 1996. In 2003, academic libraries began to offer graduate education and library and information science training more widely. After ten years, academic libraries had developed their own graduate education and training experience as distinct from LIS schools. This chapter investigates and analyzes academic library web portals in terms of education patterns, fields of study, entrance examination subjects, and curriculum.

Mark Hepworth: in memoriam

2017 ◽  
Vol 69 (3) ◽  
pp. 258-260
Author(s):  
Thomas Jackson ◽  
Peter Willett
Keyword(s):  
Information Literacy ◽  
Design Methodology ◽  
Information Science ◽  
Library And Information Science ◽  
Content Type ◽  
Information Behaviour ◽  
In Memoriam

Purpose The purpose of this paper is to honour the contributions of Mark Hepworth to library and information science (LIS). Design/methodology/approach The personal views of the two authors, both of whom knew Hepworth for many years. Findings The significance of Hepworth’s research in LIS, in particular to studies of information behaviour and information literacy. Originality/value Demonstrates the community’s appreciation of Hepworth’s contributions to the discipline.

scholarly journals “Ask, Acquire, Appraise”: A Study of LIS Practitioners Participating in an EBLIP Continuing Education Course

2013 ◽  
Vol 8 (2) ◽  
pp. 200 ◽  
Author(s):  
Anthea Sutton ◽  
Andrew Booth ◽  
Pippa Evans
Keyword(s):  
New Zealand ◽  
Continuing Education ◽  
Question Answering ◽  
Information Science ◽  
Small Scale ◽  
Library And Information Science ◽  
Evidence Based ◽  
E Learning ◽  
Information Professionals ◽  
Information Practice

Objective – The project sought to examine the aspects of the question answering process in an evidence based library and information practice (EBLIP) context by presenting the questions asked, articles selected, and checklists used by an opportunistic sample of Australian and New Zealand library and information professionals from multiple library and information sectors participating in the “Evidence Based Library and Information Practice: Delivering Services That Shine” (EBLIP-Gloss) FOLIOz e-learning course. Methods – The researchers analyzed the “ask,” “acquire,” and “appraise” tasks completed by twenty-nine library and information professionals working in Australia or New Zealand. Questions were categorized by EBLIP domain, articles were examined to identify any comparisons, and checklists were collated by frequency. Results – Questions fell within each of the six EBLIP domains, with management being the most common. Timeliness, relevance, and accessibility were stronger determinants of article selection than rigour or study design. Relevance, domain, and applicability were the key determinants in selecting a checklist. Conclusion – This small-scale study exemplifies the EBLIP process for a self-selecting group of library and information professionals working in Australia and New Zealand. It provides a snapshot of the types of questions that library and information practitioners ask, and the types of articles and checklists found to be useful. Participants demonstrated a preference for literature and checklists originating from within the library and information science (LIS) field, reinforcing the imperative for LIS professionals to contribute to EBLIP research.

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