Student Information Literacy in the Mobile Environment

2015 ◽  
pp. 41-61 ◽  
Author(s):  
Kristen Yarmey
Keyword(s):  
Information Literacy ◽  
Mobile Environment ◽  
Student Information

scholarly journals Secondary School Teachers Don’t Have Time to Engage in the Most Important Aspects of Information Literacy Due to Curricular Pressures

2009 ◽  
Vol 4 (1) ◽  
pp. 29
Author(s):  
David Herron ◽  
Lotta Haglund
Keyword(s):  
Secondary School ◽  
Information Literacy ◽  
Secondary School Teachers ◽  
Independent Learning ◽  
School Teachers ◽  
High Learning ◽  
Group Discussions ◽  
Making Meaning ◽  
Linguistic Understanding ◽  
Student Information

A Review of: Williams, D. and C. Wavell. “Secondary School Teachers’ Conceptions of Student Information Literacy.” Journal of Librarianship and Information Science 39.4 (2007): 199-212. Objective – To examine school teachers’ understanding of student information literacy and to look at the implications of the findings for developing information literacy in students. Design – Qualitative research design (group discussions; verbal and written reflections). Setting – Secondary schools in the United Kingdom. Subjects – Secondary school teachers with various subject specializations. Methods – The study initially involved 31 secondary school teachers; 24 from seven schools in Scotland and seven from two schools in England. Participant teachers were self-selecting. The study took a phenomenographic approach. Teachers’ perceptions of their students’ abilities and their experiences and perceptions of their role in developing these abilities were examined through data collection in three stages. During the first stage, group discussions established the teacher’s initial conceptions of information literacy. Participants also filled out an information task grid which, together with focus questions, ensured that discussions were kept in the realm of practice. During the second stage of data collection, teachers observed and reflected on their students’ use of information in classroom activities. This was accompanied by informal site visits during which 26 of the participants were introduced to information literacy frameworks and definitions in order to contextualize reflections and discussions. Field notes were used to record these informal meetings. Six participants provided written feedback on reflections. In the third and final stage, a summary of themes from the first two stages was sent to 23 of the participants prior to a second group discussion in order to try to stimulate further reflection. Discussions were audio recorded and transcribed. The transcribed data were analyzed for the dimensions of variation of teachers’ conceptions of student information literacy and key elements associated with each category of description were determined. Main Results – The data revealed six main conceptions of student information literacy among the teachers: “finding information,” “linguistic understanding,” “making meaning,” “skills,” “critical awareness of sources,” and “independent learning.” There was no particular hierarchy in their conceptualization, although independent learning seemed to be the ultimate goal. Teachers’ conceptions in the beginning of the study focused on the ability to find information, whereas after a period of reflection and further discussions, a broader and more complex understanding of information literacy appeared. Table 1 simplifies some of the data from the table in the article and shows conceptualizations as well as some of the contextual elements. [Table 1] Teachers felt that they had at least some control over the development of student ability to find information, develop skills, and critically appraise sources, even though these were not the highest learning priority outcomes. However, in the three areas of ability which the teachers regarded as of high learning priority (linguistic understanding, making meaning and independent learning), they felt that they had little control over the development of these abilities in the students. Conclusion – The teachers’ conceptions of student information literacy overlapped with the ideas in existing models and frameworks for information literacy. However, some areas of information literacy were not addressed by the teachers, i.e., ethical issues in the use of information. In the categories of description of high learning priority, the main reason for the low sense of control by the teachers seemed to be curricular pressures – “our content is prescribed and time allocated doing each of these things is prescribed so we have got limited room for maneuvering” (206). The teachers tended to regard information literacy as process and skills-orientated, with little connection to learning. The authors note that other research also suggests that school librarians also have difficulty relating information finding to learning in specific subject disciplines. There is a clear gap here as the authors point out that “there is a danger that students will not understand the significance of learning with information for academic achievement or for independent learning” (209). The authors suggest that the way forward for further development of information literacy in the classroom and library is through dialogue and that “librarian-teacher collaborations needs to be founded on shared understanding of the complex inter-relationship between information and learning” (209).

scholarly journals Collaboration between Librarians and Teaching Faculty to Teach Information Literacy at One Ontario University: Experiences and Outcomes

2021 ◽  
Author(s):  
Maureen J. Reed ◽  
Don Kinder ◽  
Cecile Farnum
Keyword(s):  
Information Literacy ◽  
Student Development ◽  
General Information ◽  
Literacy Skills ◽  
Individual Student ◽  
Unique Contribution ◽  
Literacy Knowledge ◽  
Information Literacy Skills ◽  
Teaching Faculty ◽  
Student Information

Purpose: In this study, we sought to describe information literacy success outcomes for students who participated in a university course where university librarians and teaching faculty collaborated in all aspects of the course including; curricular development, assignment development, in-class teaching, office hours for individual student development, and assessment activities. The authors wanted to examine student success in attaining information literacy skills following this one semester course. Further, the authors wanted to determine what difficulties in achieving expected information literacy levels persist even after intensive collaborative instruction. Finally, the authors wished to describe the challenges of these collaborations. Methodology: The focus of this study was to determine changes in first-year university students’ information literacy knowledge and skill following a thirteen week university preparation course that was developed through strong collaboration between university librarians and teaching faculty. Students entering their first semester of university were tested on their information literacy skills without feedback. They then took part in the required course and were post tested in the last week of the semester. Findings: Student showed strong increases in information literacy from this collaborative approach. In addition, teaching faculty and librarians felt positive about the collaborative experience. However, some students showed misunderstandings about information literacy that requires further research. Originality and Practical Implications: Our unique contribution here is our description, experiences and detailed outcomes with a collaborative process to teach information literacy. Based on our experiences here, we believe that collaboration will work best if it is planned at a curricular level, if the librarians are truly integrated into the classroom, if the librarians provide input on assignments and help with student feedback, and if targeted information literacy knowledge is tested. This planning takes time, but the librarians offer unique contributions and insight into issues surrounding information literacy that may not be obvious to faculty instructors. In our study, we also found that students confuse assignment requirements with general information literacy standards and those teaching information literacy need to be aware of these confusions. Finally, integration of librarians into college/university courses has benefits in terms of increases in student information literacy and increases in librarian knowledge of faculty expectations.

Impact of an Embedded Librarian Model on Student Information Literacy Skills

2018 ◽  
Vol 72 (4_Supplement_1) ◽  
pp. 7211510207p1
Author(s):  
Elaina DaLomba ◽  
Kaitlin Sauder ◽  
Melanie Watson ◽  
Kyle Soldevilla ◽  
Samantha O’Neill
Keyword(s):  
Information Literacy ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Embedded Librarian ◽  
Student Information

A comparative study of three teaching methods on student information literacy in stand-alone credit-bearing university courses

2016 ◽  
Vol 43 (5) ◽  
pp. 601-614 ◽  
Author(s):  
Danica Dolničar ◽  
Bojana Boh Podgornik ◽  
Tomaž Bartol
Keyword(s):  
Active Learning ◽  
Information Literacy ◽  
Teaching Methods ◽  
Assessment Tool ◽  
Project Based Learning ◽  
Learning Groups ◽  
University Courses ◽  
Post Test ◽  
Student Information ◽  
Searching Skills

Three teaching methods, applied to credit-bearing information literacy (IL) university courses, were evaluated and compared. The effects of lecture-based learning (LBL), project-based learning (PjBL) and problem-based learning (PBL) were investigated using the information literacy test (ILT) as an assessment tool, with regard to the total ILT score, specific IL contents according to the five ACRL standards and students’ mental skills according to the Bloom’s cognitive categories. While all three teaching methods showed a significant improvement in the ILT post-test, the active-learning groups of PjBL and PBL scored significantly better than the LBL group. The most notable positive difference was observed in students’ effective access to information related to database searching skills, in the intellectual property/ethics issues and in the cognitive category of comprehension. The PjBL and PBL post-test results did not differ significantly, indicating that both active learning methods resulted in similar improvements of students’ IL.

scholarly journals Information Literacy Teaching and Collaboration with the School Library

2021 ◽  
Author(s):  
Nathalie Mertes
Keyword(s):  
Information Literacy ◽  
Formal Education ◽  
School Library ◽  
Literacy Learning ◽  
School Librarians ◽  
Study Approach ◽  
Literacy Teaching ◽  
Student Information ◽  
Entire Faculty

What do school librarians and teachers know about each other? When two individuals with different professional backgrounds and expectations work together, knowledge of the other is required. The study that is presented in this paper contributed to librarians’ discovery of the world of teachers. A qualitative case study approach allowed to gain an in-depth understanding about teachers’ conceptions of student information literacy learning as well as teachers’ practices of information literacy teaching and collaboration with the school library in an entire faculty in a US independent high school. The study revealed that information literacy teaching in formal education is a highly complex endeavor. A major implication for practice is that school librarians need to take into account this complexity and agree with teachers on common understandings of information literacy and negotiate opportunities, objectives, and responsibilities with them for providing pedagogical interventions about information literacy.

scholarly journals Embedded Information Literacy Instruction in the Mobile Environment: A Case Study

2019 ◽  
Vol 4 (2) ◽  
pp. 94
Author(s):  
Jinchi Guo ◽  
Han Zhu
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Mobile Internet ◽  
Mobile Environment ◽  
Teaching Resources ◽  
Embedded Instruction ◽  
Information Literacy Instruction ◽  
Exploratory Stage ◽  
Internet Platform

Information literacy instruction in various countries has expanded in a variety of ways. At universities, it has mainly taken the form of  credit-based courses, lectures, and embedded instruction. While European and American universities carry out more embedded instruction, universities in China focus more on credit-based courses and lectures, leaving embedded instruction in an exploratory stage. This paper is a preliminary study of a research project that aims to investigate the department-based, embedded information literacy instruction among the libraries of 42 "Double-First Class" universities in China. Using East China Normal University Library as an example, this paper discusses the teaching mode, teaching philosophy, teaching design, teaching methods and contents in order to explore how embedded information literacy instruction can make use of the mobile Internet platform. The specific areas to be examined include teaching resources, enhancing classroom interactions, and after-class feed-pushing as part of teaching support. Finally, some recommendations are put forward for the extension and expansion of embedded information literacy instruction.

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.

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