scholarly journals Developing Tutorials for Several Institutional Partners: A Real Challenge! | Développer des tutoriels pour plusieurs institutions partenaires : un réel défi !

2015 ◽  
Vol 41 (4) ◽  
Author(s):  
Brigitte Belzile
Keyword(s):  
Community Colleges ◽  
Information Literacy ◽  
Literacy Skills ◽  
Faculty Members ◽  
Target Information ◽  
Skill Sets ◽  
Creative Commons ◽  
Information Literacy Skills ◽  
Beta Testing ◽  
Real Challenge

This case describes the two-year development of a set of interactive tutorials for students and faculty at a number of community colleges and one university in order to target information literacy skills among their students, primarily searching for and evaluating information found online. The tools created were published under a Creative Commons license and made available to faculty members and instructors for the purposes of both online and classroom delivery. The main problems encountered dealt with collaboration issues arising between participating institutions, the availability and skill sets of the main contributors and the beta testing of materials developed for the target clientele.

Information Literacy Skills among Faculty Members in the College of Horticulture, Bagalkote, Karnataka: A Study

2019 ◽  
Vol 9 (2) ◽  
pp. 71-75
Author(s):  
K. N. Hemavathi ◽  
M. Chandrashekara
Keyword(s):  
Information Literacy ◽  
Literacy Skills ◽  
Faculty Members ◽  
Survey Method ◽  
Total Response Rate ◽  
Information Literacy Skills ◽  
Training Programmes ◽  
College Library ◽  
And Training ◽  
Structured Questionnaire

The present study explores the information literacy skills among the faculty members of the College of Horticulture, Bagalkote, Karnataka. A survey method was adopted in the study. The structured questionnaire was designed for data collection. A total of 110 questionnaires were distributed and 90 questionnaires were received back. The total response rate was 81.81 percent. The study found that the majority of the faculty members have better knowledge and skills about the use of different types of sources, tools, and services. The respondents suggested that the college library should conduct seminars, workshops, and training programmes from experts to improve information literacy skills.

Self-Perception of Information Literacy Skills and Confidence Level in Use of Information by Women Faculty Members: An Analysis

2019 ◽  
Vol 9 (S1) ◽  
pp. 104-107
Author(s):  
M. A. Deepamala ◽  
K. S. Shivraj
Keyword(s):  
Information Literacy ◽  
Confidence Level ◽  
Information Seeking ◽  
Literacy Skills ◽  
Women Faculty ◽  
Faculty Members ◽  
Primary Data ◽  
Self Perception ◽  
Region Data ◽  
Information Literacy Skills

This article is an attempt to present and publish different aspects of doctoral Thesis awarded by Anna University in the year 2018. The concept of this article is self perception of women faculty member’s information literacy skills and their confidence level in using information for their teaching and research practices. Data and analysis have been compiled as per the aspect of taken topic. Sample size 364 based on primary data collected through well structured questionnaire from 41 Engineering colleges affiliated to Anna University in Coimbatore region. Data have been tabulated and applied suitable statistical tools. Women faculty members self perceived that they do have the confident in evaluating the quality, Interpretation, use of e-format and information retrieval skills. Their confidence level on skills to handle the information is positively significantly correlates with information literacy skills towards information seeking attitudes and the same on internet sources. It is concluded that the faculty member’s information seeking attitude and the same attitude on the internet sources influences to increase effectively confidence level of their skills to handle the information. It has been proved qualitatively and quantitatively. The author suggested to requiring more course integrated information literacy program, motivation and appreciation for research, presentation and publication among women faculty members.

Information Literacy Skills of Science Faculty Members: A Study of First Grade Colleges Affiliated to University of Mysore, Karnataka

2019 ◽  
Vol 9 (2) ◽  
pp. 36-39
Author(s):  
P. Asha ◽  
H. Adithya Kumari
Keyword(s):  
Information Literacy ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
First Grade ◽  
Total Sample ◽  
Literacy Skills ◽  
Faculty Members ◽  
Sample Population ◽  
Science Faculty ◽  
Information Literacy Skills

The present study attempts to examine an Information Literacy Skills of Science Faculty Members of First Grade Colleges affiliated to University of Mysore, Karnataka. A simple random sampling technique was used to select the sample population. A well-structured questionnaire was designed and randomly distributed to 1000 Science Faculty Members for data collection, out of which 826 filled questionnaires was received for data analysis. The major findings of the study revealed that majority of 420(50.8%) Faculty Members generally need advance level of information for research and academic work. Out of 826 faculty members, 817 faculty members are in need of academic information representing 98.9% of the total sample. It is observed that majority of 810(98.1%) faculty members use simple search techniques for information retrieval, they are not very much acquainted with the use of wild card search to retrieve information. About 728(88.1%) faculty members have the knowledge of copyright issues.

scholarly journals A Case Study Using ProQuest RefWorks: An entry point for addressing information literacy.

2019 ◽  
Vol 19 (4) ◽  
Author(s):  
Katrina Roseler ◽  
Elizabeth Park ◽  
Valerie Coleman ◽  
Brooke Carlson ◽  
Claire E. Kendal-Wright
Keyword(s):  
Information Literacy ◽  
Word Processing ◽  
Research Team ◽  
Interdisciplinary Team ◽  
Literacy Skills ◽  
Faculty Members ◽  
Google Docs ◽  
Information Literacy Skills ◽  
Student Information

An interdisciplinary team of university faculty members collaborated to develop an intervention to address a deficiency in student information literacy skills. The team developed video modules that instruct users how to create, use and maintain a ProQuest RefWorks account; a citation management software (CMS) tool that is compatible with Google Docs word processing. The research team collected YouTube and ProQuest RefWorks analytics as well as pre/post survey data from university students who participated in a pilot using the video modules. Results indicate that the modules impacted student information literacy skills; specifically, in-text citation and referencing. Based on the results, we also describe next steps for this research.

scholarly journals Health Information Use After Graduation

2019 ◽  
Author(s):  
Betsy Williams ◽  
Barbara Harvey ◽  
Christopher Kierkus
Keyword(s):  
Athletic Training ◽  
Information Literacy ◽  
Literacy Skills ◽  
Faculty Members ◽  
Health Science ◽  
State University ◽  
Library Resources ◽  
Information Literacy Skills ◽  
Survey Responses ◽  
Professional Workplace

This study aimed to determine which information resources Grand Valley State University (GVSU) alumni from four health science programs utilize in clinical practice. It also explored alumni opinions of their educational experiences at GVSU in relation to information literacy and library resources. A survey was administered to alumni who had graduated with a degree in athletic training (BS), nursing (BS, MS, DNP), physical therapy (MPT and DPT), or physician assistant studies (MPAS). We received 451 valid responses (12.8% response rate). The survey focused on specific resources used in the professional workplace, GVSU preparation for information literacy in the workplace, alumni confidence in information literacy skills, and additional preparation that could have been helpful after graduation. Survey responses are reported by discipline and degree earned. Insights from this study will inform liaison librarian conversations with faculty members and decisions regarding resource acquisition to help students transition from the academic environment to professional practice.

scholarly journals Exploring the Disconnect Between Information Literacy Skills and Self-Estimates of Ability in First-Year Community College Students

2013 ◽  
Vol 8 (2) ◽  
pp. 264 ◽  
Author(s):  
Heather Coates
Keyword(s):  
College Students ◽  
Community College ◽  
Community Colleges ◽  
Community College Students ◽  
Information Literacy ◽  
Literacy Skills ◽  
First Year ◽  
Post Test ◽  
Information Literacy Skills ◽  
Literacy Test

Objective - To explore the relationships between information literacy (IL) test scores and self-estimated ability both prior to and after completing the test. Design - Information Literacy Test (ILT) with pre- and post-test surveys of self-estimated ability. Setting - Two community colleges: a small institution in a rural area and a large institution in an urban area. Subjects – First-year community college students enrolled in entry-level English courses. Methods – The authors conducted a replication study of their earlier work using a larger sample from two community colleges. Information literacy (IL) skills were assessed using the Information Literacy Test (ILT) developed and validated by researchers at James Madison University. During the spring and fall semesters of 2009 and 2011, the authors administered in a single session the ILT, pre-, and post-test survey instruments to 580 participants. Participants self-selected via sign-up sheet. The first hundred students to sign up per enrollment period were scheduled. Participants received incentives for participation, with an additional incentive offered for scoring in the top 15%. Main Results - The majority of students at both schools (95% at school 1, 80% at school 2) scored in the below-proficient range on the ILT, a few scored in the proficient range (5% at school 1, 20% at school 2), but no students scored in the advanced range. The mean of the few scores in the proficient range was closer to the below-proficient range (≤65%) than the advanced range (≥90%). For students at both schools, significant differences were found between their self-estimated and actual test score. While students at both schools adjusted their self-estimated scores downward after completing the ILT, post-test self-estimates remained significantly inflated in relation to their test performance. In particular, students scoring in the below-proficient range demonstrated a large and significant gap. The difference between the self-estimated comparisons to peers and actual scores was significant for students from both schools who scored in the below-proficient range. Only the proficient students at school 1 were able to accurately estimate their IL skill level. Most students completed the ILT remaining unaware of their poor performance. Conclusion – The study revealed a significant disconnect between students’ perceptions of their information literacy skills and their actual performance. Students scoring in the proficient range demonstrated a stronger post-test correction response than students scoring at below-proficient levels. Generally, the authors of the find that the results support the Dunning-Kruger Effect theory that people lacking skills in a particular domain demonstrate a miscalibration between self-estimated and actual skill. Specifically, it confirms that this effect occurs in the domain of information literacy. There is a need for tools to diagnose information literacy competence. Most students are unable to self-assess accurately and competency should not be assumed. Meeting the needs of this population will be challenging, given that they do not recognize the need for instruction or assistance.

Faculty perceptions of information literacy skills: an investigation at the Florence University Campus of Social Sciences

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rosaria Giangrande ◽  
Alessandra Cassigoli ◽  
Eleonora Giusti
Keyword(s):  
Social Sciences ◽  
Information Literacy ◽  
Faculty Perceptions ◽  
Bachelor's Degree ◽  
Literacy Skills ◽  
Faculty Members ◽  
Structured Interviews ◽  
Traditional Role ◽  
Content Type ◽  
Information Literacy Skills

Purpose The Florence University Social Science Library has for some time been engaged in courses for information literacy (IL), but so far, there has been a lack of collaboration with teachers. This study aims to investigate teachers’ perception of students’ IL skills. Design/methodology/approach The qualitative investigation was based on semi-structured interviews with 24 faculty members of the Florence University Social Sciences campus. Findings Knowledge of the IL frameworks is not widespread among the teachers of the campus, but following the discussion, most of the interviewees came to acknowledge its certain validity. The teachers tend to attribute an insufficient level of information skills to the bachelor’s degree students, a good level to master’s degree and a more positive level to the postgraduates. They express appreciation of the training activity of the library, but they, nevertheless, still tend to consider librarians, as their more traditional role would suggest, only as bibliographic research experts. No one seemed to believe librarians possess those training competencies they would need to get involved in teaching curricula. The recognition of the work that has been accomplished up to now represents foundations for an increasingly necessary partnership. There is an awareness, however, that a suitable strategy which requires determination and initiative will be difficult to implement. Originality/value This study represents one of the few contributions on the perception of IL skills by faculty members in Italian universities.

Meeting the Information Literacy Skills of Diverse Primary School Pupils Through the School Libraries

2011 ◽  
Vol 4 (3) ◽  
pp. 117-122 ◽  
Author(s):  
Nwachukwu V. N. Nwachukwu V. N. ◽  
◽  
ESKAY, M. Eskay, M. ◽  
Ifeanyichukwu, J.N. Ifeanyichukwu, J.N.
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
School Libraries ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Primary School Pupils
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