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.

scholarly journals Relationship between Information Literacy Skills Acquisition and Research Self-efficacy of Library and Information Science Postgraduate students in Southeast Nigerian Universities

2020 ◽  
Author(s):  
Obiora Kingsley Udem ◽  
Egbuna Sebastian Anaehobi
Keyword(s):  
Information Literacy ◽  
Self Efficacy ◽  
Information Science ◽  
Negative Relationship ◽  
Literacy Skills ◽  
Library And Information Science ◽  
Skills Acquisition ◽  
Ability Test ◽  
Postgraduate Students ◽  
Information Literacy Skills

The study investigated the relationship between information literacy skills acquisition and research self-efficacy of Library and Information Science (LIS) postgraduate students in Southeast Nigerian Universities. A correlational research design was adopted for the study. The population comprised 326 postgraduate students which included all 2017/2018 and 2018/2019 Ph.D. and Masters Degree students from the Departments of LIS in Southeast Nigerian universities that offer the postgraduate programme in LIS. The entire population was studied. Two validated instruments which included cognitive ability test for Information Literacy Skills (ILST) and Research Self-Efficacy Scale (RSES) adopted from Büyüköztürk, Atalay, Sozgunc, and Kebapçı were used for data collection. The internal consistency of ILST and RSES were established using Kudder-Richardson and Cronbach's alpha coefficient which yielded 0.85 for ILST and 0.86 for RSES. Data collected were analyzed using Pearson’s Product Moment Correlation (r). The study found out that there is a negative relationship between information literacy skills and research self-efficacy scores of LIS postgraduate students. Also, no significant relationship exists between information literacy skills and research self-efficacy scores of LIS postgraduate students. Based on the findings, it was recommended among others that the assessment of students’ information literacy skills by the LIS Department, LIS educators, and LIS professionals should be employed frequently. This will help determine their strength and weakness and with that, the students will be able to know their stand which will encourage them to acquire these skills where it is lacking as well as instill confidence in their ability to conduct research.

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 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.

scholarly journals Information Literacy Competencies of Library and Information Science Postgraduate Students in South East Nigeria Universities: A Focus on the Knowledge and Skill Level

2018 ◽  
Author(s):  
Chinwe Veronica Anunobi ◽  
Obiora Kingsley Udem
Keyword(s):  
Information Literacy ◽  
Information Science ◽  
Literacy Skills ◽  
Skill Level ◽  
Library And Information Science ◽  
Postgraduate Students ◽  
Average Percentage ◽  
Literacy Knowledge ◽  
Information Literacy Skills ◽  
Information Literacy Competencies

The study investigated the information literacy competencies possessed by Library and Information Science (LIS) postgraduate students in Federal Universities in South East Zone Nigeria with a focus on the Knowledge and skill level. Descriptive survey design was adopted for the study. Seventy two students which included all 2011/2012 PhD and Masters degree students from the Departments of LIS in Nnamdi Azikiwe University, Awka and University of Nigeria, Nsukka. Data was collected using Achievement Test and Questionnaire. Percentages, frequencies and mean rating were used to answer research questions. T-test was used to test hypotheses. The major findings of the study include: LIS postgraduate students in Federal Universities in South East Zone Nigeria possessed information literacy knowledge since the measure based on understanding the need for information, how to locate, evaluate and use information have average percentage scores of 95%, 87%, 82% and 88% respectively. However, the information literacy knowledge possessed by LIS Postgraduate students in Nnamdi Azikiwe University, Awka (NAU) differed significantly from those possessed by LIS Postgraduate students in University of Nigeria, Nsukka (UNN); LIS postgraduate students possessed moderate level of information literacy skills as their level of information literacy skills as measured based on ability to locate and access, evaluate and use information has general mean rating of 3.34. However, the skills differed significantly between LIS Postgraduate students in NAU and UNN. Based on the findings, it was recommended that more practical aspect of information literacy should be employed through students’ industrial training and internship, and LIS curriculum should be enhanced especially with reference to skill acquisition.

scholarly journals Measuring Students’ Information Literacy Skills through Abstracting: Case Study from a Library & Information Science Perspective

2008 ◽  
Vol 69 (2) ◽  
pp. 132-154 ◽  
Author(s):  
Maria Pinto ◽  
Andrés Fernández-Ramos ◽  
Anne-Vinciane Doucet
Keyword(s):  
Information Literacy ◽  
Information Science ◽  
Literacy Skills ◽  
Library And Information Science ◽  
Skill Levels ◽  
Analysis And Synthesis ◽  
Information Literacy Skills ◽  
The University ◽  
New Education

New education models based essentially on competencies and skills are gradually displacing the old systems based on teacher instruction and passive and memory-based learning in students, as these new competencies allow the student to learn actively with better levels of performance. We consider abstracting as a transcendent learning tool to analyze the basic role of information analysis and synthesis skills within the learning processes and their relation to the abstracting processes. Using an action-research methodology, we analyze the abstracting skill of students on the first and final courses of the Faculty of Library and Information Science at the University of Granada (Spain). Based on postulates from information literacy, analysis and synthesis competencies are studied through the students' modus operandi at the different abstracting stages. Similarities and differences between the two groups of students are perceived and displayed, with reference to the relation between the learned subjects and the levels of competence and skill. In the light of these results, meaningful patterns and recommendations for improving students' skill levels are proposed.

scholarly journals Information Literacy Competencies of Library and Information Science Postgraduate Students in South East Nigeria Universities: A Focus on the Knowledge and Skill Level

2018 ◽  
Author(s):  
Chinwe Veronica Anunobi ◽  
Obiora Kingsley Udem
Keyword(s):  
Information Literacy ◽  
Information Science ◽  
Literacy Skills ◽  
Skill Level ◽  
Library And Information Science ◽  
Postgraduate Students ◽  
Average Percentage ◽  
Literacy Knowledge ◽  
Information Literacy Skills ◽  
Information Literacy Competencies

The study investigated the information literacy competencies possessed by Library and Information Science (LIS) postgraduate students in Federal Universities in South East Zone Nigeria with a focus on the Knowledge and skill level. Descriptive survey design was adopted for the study. Seventy two students which included all 2011/2012 PhD and Masters degree students from the Departments of LIS in Nnamdi Azikiwe University, Awka and University of Nigeria, Nsukka. Data was collected using Achievement Test and Questionnaire. Percentages, frequencies and mean rating were used to answer research questions. T-test was used to test hypotheses. The major findings of the study include: LIS postgraduate students in Federal Universities in South East Zone Nigeria possessed information literacy knowledge since the measure based on understanding the need for information, how to locate, evaluate and use information have average percentage scores of 95%, 87%, 82% and 88% respectively. However, the information literacy knowledge possessed by LIS Postgraduate students in Nnamdi Azikiwe University, Awka (NAU) differed significantly from those possessed by LIS Postgraduate students in University of Nigeria, Nsukka (UNN); LIS postgraduate students possessed moderate level of information literacy skills as their level of information literacy skills as measured based on ability to locate and access, evaluate and use information has general mean rating of 3.34. However, the skills differed significantly between LIS Postgraduate students in NAU and UNN. Based on the findings, it was recommended that more practical aspect of information literacy should be employed through students industrial training and internship,and LIS curriculum should be enhanced especially with reference to skill acquisition.

Correlatives of business students’ perceived information literacy self-efficacy in the digital information environment

2021 ◽  
pp. 096100062110142
Author(s):  
Muhammad Asif Naveed ◽  
Madiha Mahmood
Keyword(s):  
Information Literacy ◽  
Self Efficacy ◽  
English Language ◽  
Business Students ◽  
Literacy Skills ◽  
Digital Information ◽  
Cross Sectional Survey ◽  
Study Program ◽  
Cross Sectional ◽  
Information Literacy Skills

Self-efficacy toward information literacy is and has been demonstrated as an essential and fundamental key for academic performance and lifelong learning of students at all levels. This research reported the results of a cross-sectional survey carried out to investigate the correlatives of information literacy self-efficacy among business students at the University of Management and Technology, Lahore. The questionnaire contained an Information Literacy Self-Efficacy Scale, which along with sociodemographic and academic variables was utilized for collecting data from 350 students. The survey participants were recruited through a convenient sampling procedure due to accessibility issues and time limitations. The data were analyzed by applying both descriptive and inferential statistics using SPSS. The results revealed that the business students had high self-efficacy for basic information literacy skills and low self-efficacy for advanced-level information literacy skills. Age, study program, study stage, proficiency for computer, and English language appeared to be the correlatives of students’ information literacy self-efficacy. The pragmatic insights generated in this research might be used as a guide by university librarians, especially those who are engaged in information literacy instructions for designing a need-based and student-centered curriculum for information literacy instruction programs.

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