scholarly journals Information Skills Survey: Its Application to a Medical Course

2007 ◽  
Vol 2 (3) ◽  
pp. 3 ◽  
Author(s):  
Catherine Clark ◽  
Dr. Ralph Catts
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Information Literacy ◽  
Statistical Significance ◽  
Literacy Skills ◽  
Early Years ◽  
Literacy Standards ◽  
Information Literacy Skills ◽  
Information Skills

Objective - To test if the Information Skills Survey(Catts Information Skills Survey for Assessment of Information Literacy in Higher Education) is suitable for the purpose of investigating the information literacy levels of a group of students in medicine. If not, the study was designed to determine the modifications that are necessary to make the Information Skills Survey a reliable instrument for investigating the information literacy levels of a group of students in medicine. Method - Administration of the Information Skills Survey to two groups of medical students. To confirm the validity of the results, follow up questions and interviews were also conducted. Statistical analysis was carried out to determine the internal consistency of the questions in relation to the Information Literacy Standards and also to determine the statistical significance of the results. Results - The two groups of students reported similar results for a number of the tested skills. However, several areas of difference were also identified. The main areas of difference between the two groups were the questions that can be interpreted as being related to clinical practice. This was also emphasised in the interviews. Conclusions - The Information Skills Survey is a useful tool to investigate the information literacy skills of groups of medical students who are in their early years of study. Further research needs to be done to develop valid questions for medical students in the clinical years. This would reflect the different information resources that are used in clinical practice.

scholarly journals Leeds Metropolitan University: the impact of the Information Literacy Framework

2009 ◽  
Vol 29 (91) ◽  
Author(s):  
Katherine Everest ◽  
Marie Scopes ◽  
John Taylor
Keyword(s):  
Recent Work ◽  
Information Literacy ◽  
Literacy Skills ◽  
Independent Learning ◽  
Learner Support ◽  
Information Literacy Skills ◽  
Information Skills ◽  
Metropolitan University ◽  
Literacy Framework ◽  
The Impact

Leeds Metropolitan University chose the theme of learner support and centred our objectives around information literacy skills. This is because of our recent work in developing an Information Literacy Framework which articulates what information literacy is and how we can integrate it into students' learning. It was developed by Learning Advisers in response to the growth in the amount and availability of information, the need for information literacy in engaging effectively in independent learning and the great diversity in the level of students' information skills.

scholarly journals Information Literacy Skills in Turkey

2020 ◽  
Vol 13 (1) ◽  
pp. 1193-1196
Author(s):  
Irfan Tosuncuoğlu
Keyword(s):  
Lifelong Learning ◽  
Information Literacy ◽  
English Language ◽  
Literacy Skills ◽  
First Century ◽  
Modern Times ◽  
Technological Factors ◽  
Information Literacy Skills ◽  
Information Skills ◽  
The Subject

In our modern times, in which the accumulation of knowledge is rapidly increasing, acquiring and developing information skills through education proves to be a lifelong endeavour. The prerequisite for lifelong learning is information literacy. In the process of education, which needs to continue at every stage of life, it is becoming more important that individuals have a wide variety of literacy skills, the most pressing of which is information literacy.  So called skills enable students to learn a language, especially English language effectively.  At the forefront of the basic skills that need to be possessed by people these days, is the finding of information, the use of it and the production of it. From the beginning of the twenty-first century, technological factors have been increasing their dominance in the communication of information as well as in the production of it.  Therefore, students within the education system began to feel the need to develop different literacy skills. By virtue of the current importance of the subject, information literacy has been analysed in detail and problems relevant to the subject have been noted and solutions have been sought.

Assessment of information literacy skills and information-seeking behavior of medical students in the age of technology: a study of Pakistan

2021 ◽  
Vol 49 (1) ◽  
pp. 84-94
Author(s):  
Mohammad Sohail Haider ◽  
Chen Ya
Keyword(s):  
Medical Students ◽  
Information Literacy ◽  
Information Seeking ◽  
Quantitative Research ◽  
Literacy Skills ◽  
Content Type ◽  
Medical College ◽  
Seeking Behavior ◽  
Information Literacy Skills ◽  
Library Staff

Purpose Information literacy skills (ILSs) and information-seeking behavior (ISB) is a widespread topic that needs modern technologies to improve the technical skills of the students. The purpose of this study is to assess the usage of library resources for medical college students. To explore and understand the student’s level of satisfaction, learning and seeking behavior by efficient information retrieval systems. Design/methodology/approach The study is based on a quantitative research method and data was collected from the undergraduate students of medical colleges Islamabad Pakistan. The data were analyzed by Statistical Package for Social Science (SPSS) version 25 using Pearson correlation statistical test to identify the level of proficiency of correlation of variables and testing of the proposed hypothesis. Findings The finding of the study shows that the medical students can enhance their IT skills to seek the information in this technology era. The medical institutional administration can develop the education development policy, traditional health education policy, funds allocating policy, health information literacy and collaborate with library staff for enhancing the services and to meet the information need of medical students. Practical implications The conclusion of this study is very helpful to reduce the barriers between the students and the library staff. The findings of the study are also beneficial for the administration to improve and develop the strategies for enhancing the ILSs of medical students to achieve medical educational information in the age of technology. Therefore, all significant structures want to improve and to develop the environment of information seeking by medical students to achieve medical educational information. Social implications Medical college library administrative management must be design useful a durable policy to come up with the technology development for digital literacy. The study reduces the barriers between the students and the library staff. Originality/value The study is based on quantitative research method to find out ISB of medical students.

Information Literacy Skills of CBSE School Students from Tamil Nadu, India

2019 ◽  
Vol 9 (2) ◽  
pp. 134-137
Author(s):  
S. Muthukumar ◽  
S. Srinivasa Ragavan
Keyword(s):  
Secondary School ◽  
Information Literacy ◽  
Private School ◽  
Tamil Nadu ◽  
Literacy Skills ◽  
School Students ◽  
Tamil Nadu State ◽  
Information Literacy Skills ◽  
Information Skills ◽  
Central Board

We examined the information literacy skills in Central Board of Secondary Education (CBSE) in higher secondary school students of were conducted. This study demonstrates and elaborates to analyze information literacy search skill among the school students, to know the purpose of visiting the library, to identify areas of information literacy skills among the students and their search strategies and to students’ ability to locate useful information. The sampling was taken in eight schools in three different districts of Tamil Nadu State. A total of 305 students were surveyed in four Kendriya Vidyalaya (KV) and four CBSE Affiliate Private Schools. Our study highlights that information literacy skills are found in both schools; though more information skills are having CBSE affiliated private school schools rather than Kendriya Vidyalaya School.

scholarly journals Is There an Information Literacy Skills Gap to Be Bridged? An Examination of Faculty Perceptions and Activities Relating to Information Literacy in the United States and England

2010 ◽  
Vol 71 (3) ◽  
pp. 203-222 ◽  
Author(s):  
Jacqui Weetman DaCosta
Keyword(s):  
Higher Education ◽  
United States ◽  
Information Literacy ◽  
Faculty Perceptions ◽  
The United States ◽  
Literacy Skills ◽  
Skills Gap ◽  
Practical Reality ◽  
Information Literacy Skills ◽  
Information Skills

Surveys of faculty were conducted at two higher education institutions in England and the United States to ascertain their perceptions of information literacy. Faculty were also asked about the extent to which they incorporated information literacy skills into their courses. Similarities were found across the two institutions both in the importance that faculty attached to information skills and what they actually did to incorporate the skills within curricula. The results reflect an information literacy skills gap between what faculty (and librarians) want for their students and the practical reality. Librarians and faculty should work collaboratively together to bridge this gap.

scholarly journals Using ACRL Standards to Assess the Information Literacy of Graduate Students in an Education Program

2010 ◽  
Vol 5 (4) ◽  
pp. 21 ◽  
Author(s):  
Amy Jo Catalano
Keyword(s):  
Graduate Students ◽  
Information Literacy ◽  
Literacy Skills ◽  
Library Services ◽  
Library Instruction ◽  
School Of Education ◽  
Education Students ◽  
Literacy Standards ◽  
Information Literacy Skills ◽  
Capstone Projects

Objective - This study investigates the information literacy of graduate education students, including those in doctoral cohorts. The Association for Research and College Libraries Information Literacy Standards were used a baseline for measurement. Methods - A survey was sent to all graduate students in the School of Education; it asked a combination of questions measuring students’ perceptions of their information literacy skills and testing their knowledge of information literacy. Results – A total of 172 surveys were returned. The results indicated that while there is a heavy reliance on internet sources, many students were able to determine which sources were reliable and which were not. After attending information instruction sessions, students were more familiar with library services and more inclined to use them. Conclusion - It was determined that a one credit course or multiple sessions of library instruction would better serve graduate students completing capstone projects.

scholarly journals Knowledge Building Through Multiple Literacy Learning

2021 ◽  
pp. 225-230
Author(s):  
Karen Bonnano
Keyword(s):  
Information Literacy ◽  
Knowledge Society ◽  
Literacy Skills ◽  
Library Media Specialists ◽  
Media Specialists ◽  
Library Media ◽  
Information And Communication ◽  
Information Literacy Skills ◽  
Information Skills ◽  
Teacher Librarians

In the 'knowledge society' increasing emphasis is being placed on independent, resource-based and technology-based inquiry learning. This learning process requires teacher librarians/library media specialists and their teaching teams to have access to an expanding range of curriculum information and teaching/learning methodologies. An outcomes approach to learning in regard to a sequential, developmental and progressive learning of information literacy skills within an information processing framework has been on the agenda and actively pursued by teacher librarians/library media specialists for more than a decade. In addition, teacher librarians/library media specialists have embraced information and communication technologies (ICT) as a means to extend the information literacy skills of their learners. An information skills framework becomes the backbone and 'vehicle' through which learners are able to demonstrate what they know and can do within an outcomes-based curriculum. This inquiry approach is the 'linch-pin' across the curriculum. Combine this with a recognized information skills, and information and communication technology (ICT) continuum, one has the beginnings of a progressive and development outcomes curriculum, which works on increasing levels of sophistication and complexity of tasks. In planning a unit of work the information skills framework provides the backbone to sequence the learning activities according to an inquiry-based approach. The tools and methodologies one uses to activate learning within this framework encourages and fosters the development of information literacy attributes and provides opportunity to engage in ICT skills development. School based planning of information literacy in conjunction with an outcomes approach to the curriculum facilitates an informative reporting process for students, as well as parents, as learners continue the journey through lifelong learning in the 'knowledge society'. 

scholarly journals Leveraging accreditation to integrate sustainable information literacy instruction into the medical school curriculum

2018 ◽  
Vol 106 (3) ◽  
Author(s):  
Natalie Tagge
Keyword(s):  
Critical Thinking ◽  
Medical Students ◽  
Medical School ◽  
Information Literacy ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Information Literacy Skills ◽  
First Year Medical Students

Background: While the term “information literacy” is not often used, the skills associated with that concept are now central to the mission and accreditation process of medical schools. The simultaneous emphasis on critical thinking skills, knowledge acquisition, active learning, and development and acceptance of technology perfectly positions libraries to be central to and integrated into the curriculum.Case Presentation: This case study discusses how one medical school and health sciences library leveraged accreditation to develop a sustainable and efficient flipped classroom model for teaching information literacy skills to first-year medical students. The model provides first-year medical students with the opportunity to learn information literacy skills, critical thinking skills, and teamwork, and then practice these skills throughout the pre-clerkship years.Conclusions: The curriculum was deemed a success and will be included in next year’s first-year curriculum. Faculty have reported substantial improvements in the information sources that first-year medical students are using in subsequent clinical reasoning conferences and in other parts of the curriculum. The effectiveness of the curriculum model was assessed using a rubric.

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