Assessing information literacy competency of Information Science and Library Management graduate students of Dhaka University

IFLA Journal ◽  
2010 ◽  
Vol 36 (4) ◽  
pp. 300-316 ◽  
Author(s):  
Mohammed Anwarul Islam ◽  
Keita Tsuji
Keyword(s):  
Graduate Students ◽  
Information Literacy ◽  
Information Science ◽  
Library Management

scholarly journals Training to Teach Graduate Information Literacy Sessions Using a Team-based Mentorship Approach: Report on a Pilot Project at the OISE Library

2017 ◽  
Vol 12 (1) ◽  
Author(s):  
Navroop Gill ◽  
Monique Flaccavento ◽  
Marcos Armstrong ◽  
Amelia Clarkson
Keyword(s):  
Graduate Students ◽  
Information Literacy ◽  
Information Science ◽  
Pilot Project ◽  
Implementation Stages ◽  
Student Enrolment ◽  
Time To Learn ◽  
Instructional Experience ◽  
The University ◽  
Short Time

Staffing changes in the summer of 2015 at the University of Toronto’s Ontario Institute for Studies in Education (OISE) Library and an increased student enrolment in one of OISE’s core programs meant that the OISE Library would not be able to meet the demand for information literacy (IL) instruction in the fall. A new librarian and two Library and Information Science (LIS) graduate students were hired in early September and had only a short time to learn about OISE’s students, programs, and IL instruction more broadly before designing, delivering, and evaluating IL sessions for graduate students in OISE’s Master of Teaching (MT) program. Recognizing and drawing on each team member’s unique skills and experiences, the OISE Library piloted a team-based mentorship approach to training which enabled the team to collaboratively develop their instructional skills while meeting the goal of a better IL session for its MT students. In turn, this approach provided the LIS student instructors the unique opportunity to gain instructional experience within the library, teaching fellow graduate-level students. This paper outlines the rationale for piloting a team-based mentorship approach, describes the various implementation stages of the pilot project, and explores the ways in which the instruction team incorporated MT student feedback to improve its teaching. LIS students on the instruction team share their perspectives on participating in an instruction team. Des changements de personnel au cours de l’été 2015 à la Bibliothèque de la Ontario Institute for Studies in Education (OISE) de l’Univeristé de Toronto ainsi qu’une augmentation des inscriptions à l’un des programmes d’études de base signifiaient que la Bibliothèque OISE ne serait pas en mesure de répondre à la demande de formation documentaire à l’automne. Un nouveau bibliothécaire et deux étudiants diplômés en science de l’information ont été embauchés au début septembre et n’ont eu que peu de temps pour en apprendre davantage sur les étudiants et les programmes d’OISE ainsi que sur la formation documentaire au sens large avant de devoir conceptualiser, offrir et évaluer des ateliers pour les étudiants diplômés du programme de maîtrise en enseignement. En reconnaissant et en tirant parti des habiletés et expériences uniques de chaque membre de l’équipe, la Bibliothèque OISE a mis sur pied une approche de mentorat collective pour la formation qui a permis à l’équipe de développer de façon collaborative ses techniques d’enseignement dans le but d’offrir une meilleure session aux étudiants inscrits au programme de maîtrise en enseignement. Cette approche a donné aux formateurs étudiants une occasion unique de parfaire leur expérience d’enseignement au sein de la bibliothèque tout en formant d’autres étudiants diplômés. Cet article explique pourquoi cette approche de mentorat collective a été choisie, décrit les étapes de mise sur œuvre du projet et discute des façons dont l’équipe de formation a intégré les commentaires des étudiants diplômés afin d’améliorer son enseignement. Les étudiants en sciences de l’information faisant partie de l’équipe partagent leur perspective quant à leur participation au sein d’une équipe d’enseignement.

scholarly journals Information Literacy Skills of First-Year Library and Information Science Graduate Students: An Exploratory Study

2018 ◽  
Vol 13 (3) ◽  
pp. 32-52 ◽  
Author(s):  
Andrea Hebert
Keyword(s):  
Graduate Students ◽  
Information Literacy ◽  
Self Efficacy ◽  
Online Survey ◽  
Information Science ◽  
Literacy Skills ◽  
Bivariate Analysis ◽  
Library And Information Science ◽  
Cross Sectional ◽  
Skill Scores

Abstract Objective – This cross-sectional, descriptive study seeks to address a gap in knowledge of both information literacy (IL) self-efficacy and IL skills of students entering Louisiana State University’s Master of Library and Information Science (MLIS) program. Methods – An online survey testing both IL self-efficacy and skills was administered through Qualtrics. The online survey instrument used items from existing instruments (Beile, 2007; Michalak & Rysavy, 2016) and was distributed to two cohorts of incoming students; the first cohort entered the MLIS program in fall 2017, and the second entered in spring 2018. Results – Data varied between cohorts and between survey instruments for both IL self-efficacy and skills; however, bivariate analysis of data indicated a moderate positive correlation between overall IL self-efficacy and demonstrated IL skill scores in both fall 2017 and spring 2018 cohorts. Conclusion – The study indicates a need for a larger, multi-institutional study using a rigorously validated instrument to gather data and make generalizable inferences about the IL self-efficacy and skills of incoming LIS graduate students.

Critical Pedagogy In Libraries: A Unified Approach

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Melissa M. Gustafson
Keyword(s):  
Critical Pedagogy ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Information Science ◽  
Academic Publishing ◽  
Unified Approach ◽  
Information Literacy Instruction ◽  
Scholarly Communications ◽  
Paolo Friere ◽  
Foundational Work

Critical pedagogy originated in the social sciences during the mid-twentieth century with the foundational work of Paolo Friere. More recently in information science, James Elmborg and others have framed critical pedagogy through the lens of information literacy instruction. As a whole the philosophy is one which considers economic, political, and societal systems which influence the entire information life cycle from creation to consumption. Central to the adoption was the incorporation of learners as equals with valid and highly individualized experiences in academic discourse. Beyond information literacy instruction, critical pedagogy has the potential to also benefit and define the librarian's outreach and support role for the scholarly communications process. Scholarly communications encompasses both traditional academic publishing models (peer reviewed journals, conference presentations, etc.) and nontraditional channels (social media, open access, etc.) and is concerned with the information lifecycle as it relates to teaching research and scholarly work. In consideration of scholarly communications processes, issues of critical pedagogy including external market forces, privilege of information, systems of access, and consumption all play a defining role. A move to a more unified approach of critical pedagogy in libraries would highlight crucial issues of information literacy and scholarly communications while simultaneously augmenting the library's role across campus. The evolution of critical pedagogy in libraries is briefly discussed. Current scholarly communications practices in academic libraries as seen through the literature and by examining U.S. library websites is also reviewed. The author makes suggestions for meaningful inclusion of critical pedagogy in libraries through a unified approach to scholarly communications and information literacy programs.

Strategically Using Information

2013 ◽  
Author(s):  
Kaushilya G. Weerapura
Keyword(s):  
Graduate Students ◽  
Information Science ◽  
Information Use ◽  
Ongoing Research ◽  
A Performance

Information use is an understudied area within information science thus strategies pertinent to using information remains understudied. However, research implicates strategically using information as a performance booster, especially within academic contexts. This paper reports on an ongoing research on information use strategies of graduate students as they attend to an identified academic task.L’utilisation et les stratégies pertinentes à l’utilisation de l’information demeurent un domaine sous-étudié en science de l’information. Cependant, la recherche implique l’utilisation stratégique de l’information comme stimulant du rendement, particulièrement en contexte scolaire. Cette communication porte sur une recherche en cours sur les stratégies d’utilisation de l’information des étudiants universitaires de 2e et 3e cycle lors d’une tâche scolaire prédéfinie. 

Ciência da Informação e Humanidades Digitais

2019 ◽  
Author(s):  
FRANCISCO CARLOS PALETTA
Keyword(s):  
Labor Market ◽  
Information Literacy ◽  
Digital Library ◽  
Exploratory Study ◽  
Digital Humanities ◽  
Information Science ◽  
Digital Age ◽  
Web Of Data ◽  
The University ◽  
The Web

This work aims to presents partial results on the research project conducted at the Observatory of the Labor Market in Information and Documentation, School of Communications and Arts of the University of São Paulo on Information Science and Digital Humanities. Discusses Digital Humanities and informational literacy. Highlights the evolution of the Web, the digital library and its connections with Digital Humanities. Reflects on the challenges of the Digital Humanities transdisciplinarity and its connections with the Information Science. This is an exploratory study, mainly due to the current and emergence of the theme and the incipient bibliography existing both in Brazil and abroad.Keywords: Digital Humanities; Information Science; Transcisciplinrity; Information Literacy; Web of Data; Digital Age.

scholarly journals The role of libraries in teaching doctoral students to become information-literate researchers

2019 ◽  
Vol 120 (3/4) ◽  
pp. 158-172 ◽  
Author(s):  
Sharon Ince ◽  
Christopher Hoadley ◽  
Paul A. Kirschner
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Information Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Empirical Studies ◽  
Literacy Skills ◽  
Content Type ◽  
Skill Sets ◽  
Types Of Information

PurposeThis paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.Design/methodology/approachA review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.FindingsThe findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.Practical implicationsThis paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.Originality/valueThis paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

scholarly journals Curatorial Practice as Production of Visual and Spatial Knowledge: Panelists Respond

2015 ◽  
Vol 4 ◽  
pp. 158-163
Author(s):  
Alison Langmead ◽  
Dan Byers ◽  
Cynthia Morton
Keyword(s):  
Graduate Students ◽  
Information Science ◽  
Spatial Knowledge ◽  
University Of Pittsburgh ◽  
Visual Knowledge ◽  
Curatorial Practice ◽  
History Of Art ◽  
History Of ◽  
The University ◽  
Art And Architecture

Three participants in the panel “Curatorial Practice as Production of Visual and Spatial Knowledge” reflect upon the ideas raised in their discussion about curating, both in their respective fields and as a general practice. The panel was a part of Debating Visual Knowledge, a symposium organized by graduate students in Information Science and History of Art and Architecture at the University of Pittsburgh, October 3–5, 2014. A transcription of the panel is available in this issue. 

scholarly journals Documenting the Information-seeking Experience of Remedial Undergraduate Students

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Shelley Blundell
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Information Seeking ◽  
Qualitative Methodology ◽  
Information Science ◽  
Phenomenological Study ◽  
Secondary Analysis ◽  
Secondary Data ◽  
Primary Analysis ◽  
Dissertation Research

As presented at DOCAM’14, this proceedings paper discusses my ongoing dissertation research: Documenting the information-seeking experience of undergraduate students enrolled in a remedial English course at a 4-year state university in Ohio, United States. Because the information behaviors, needs, and information literacy abilities of these students are understudied areas in library and information science and higher education literature; I chose to investigate these areas in my dissertation research toward contributing research to this gap, using descriptive phenomenological (qualitative) methodology to do so. Although secondary data analysis is still in progress, this paper presents findings from primary analysis (a necessary step in phenomenological study to eliminate bias and assumption from secondary analysis). Ultimately, I aim to use study findings to create targeted, needs-based instruction for remedial undergraduate students, toward supporting their academic progress through information literacy development, and consequently encouraging their persistence toward graduation.

scholarly journals Pengembangan SDM pustakawan di Perpustakaan IAIN Kediri

2019 ◽  
Vol 1 (2) ◽  
pp. 1-14
Author(s):  
Nurwarniatun Nurwarniatun
Keyword(s):  
Human Resources ◽  
Human Resource Development ◽  
Information Literacy ◽  
Soft Skills ◽  
Human Resources Development ◽  
Management Competencies ◽  
Library Management ◽  
Source Data ◽  
Resources Development

Artikel ini mengeksplorasi pengembangan SDM pustakawan di perpustakan IAIN Kediri serta kendala-kendala yang dihadapi oleh perpustakaan dalam mengembangan SDM pustakawan. Metode penelitian dalam artikel adalah kualitatif, sedangkan sumber  datanya  adalah  data lapangan  yang  diperoleh  dari  pengamatan,  dokumentasi dan wawancara  dengan kepala  perpustakaan  dan  para  pustakawan  di  IAIN Kediri. Hasil penelitian ini menunjukkan bahwa pengembangan SDM pustakawan di IAIN Kediri bertujuan untuk meningkatkan kompetensi kepustakawaan pada aspek manajemen, pengolahan dan pelayanan perpustakaan. Mulai tahun 2013-2019 terdapat 29 kegiatan pengembangan SDM, kegiatan-kegiatan tersebut bisa dikelompokkan menjadi:  kompetensi manajemen perpustakaan, kompetensi pengolahan bahan pustaka, kompetensi IT, Kompetensi penulisan karya ilmiah dan Daftar Usul Penetapan Angka Kredit (DUPAK) dan Literasi Informasi, dan terakhir kompetensi soft skills.  Kendala pengembangan SDM yaitu: kemapuan pustakawan dalam hal dasar-dasar kepustakawanan sangat beragam,  Pustakawan belum menguasai aplikasi dasar sistem informasi, Pustakawan tidak percaya diri sehingga minim tindak lanjut, minimnya anggaran pengembangan SDM, dan perpustakaan tidak otonom dalam merencanakan kegiatan pengembangan SDM. Kata Kunci: Pengembangan SDM, Pustakawan, Perpustakaan This article explores the development of librarians 'resources in the library of IAIN Kediri as well as the obstacles faced by the library in developing librarians' resources. The research methods in the articles are qualitative, while the source data is field data obtained from observations, documentation and interviews with librarians and librarians at IAIN Kediri. The results of this study indicate that the development of librarians' resources at IAIN Kediri aims to enhance the competency of librarians in the areas of library management, processing and service. From 2013-2019 there were 29 human resources development activities, which can be grouped into: library management competencies, library processing competencies, IT competencies, Scientific writing competencies and Credit List Assignment List (DUPAK) and Information Literacy, and finally soft skills competency. Human resource development constraints are: librarians' competence in terms of corporate fundamentals, Librarians have not mastered the basic application of information systems, Librarians are not confident enough to follow-up, minimal HR development budgets, and the library is not autonomous in planning human resources development activities. Keywords: development of librarians 'resources, librarian, library

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.

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