scholarly journals The Research 101 certificate program at a community college: Giving all students the chance to learn basic information literacy skills

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Neera Mohess
Keyword(s):  
College Students ◽  
Community College ◽  
Information Literacy ◽  
Access Point ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Local Institutions ◽  
Basic Information ◽  
Certificate Program ◽  
Information Literacy Skills

Many community college students are ill prepared to do scholarly research. In order to mitigate this, librarians at our campus created the Research 101 Certificate Program in 2016. These workshops provide an access point for any student who wishes to strengthen their information literacy skill set. This essay describes the inception of the program, its pedagogical rationale, administration and participation outcomes. Suggestions for implementation at local institutions are also provided.

scholarly journals THE ANALYSIS OF INFORMATION LITERACY SKILL THROUGH APLLICATION THE BIG 6 MODELS ON COLLEGE STUDENTS OF PGSD UNS KEBUMEN YEAR 2017

2019 ◽  
Vol 1 (2) ◽  
pp. 152
Author(s):  
Eko Andri Susilo ◽  
Istinganatuzzakiyah Istinganatuzzakiyah ◽  
Lhinatul Arivvia Rachma ◽  
Ratna Hidayah
Keyword(s):  
College Students ◽  
Data Collection ◽  
Search Engine ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Skills ◽  
Quantitative Approach ◽  
Literacy Skill ◽  
Research Use ◽  
Information Literacy Skills

<em>This research analyzes the information literacy skills of undergraduate students class PGSD UNS Kebumen in daily lectures activities. Information literacy is ability to find, evaluate and use the information effectively. This research was conducted in September 2018. This research use a quantitative approach, which using questionnaire for data collection. The questionnaire was made based on The Big 6 Information Literacy Models. The conclusion of this research is that students calss of PGSD UNS Kebumen already doing six steps of The Big 6 : they dicuss with other in doing works, they prefer use search engine in finding information rather than searching in library, they doing simple searching strategies in finding information and they understand in using citation.</em>

Enhancing Skills, Effecting Change: Evaluating an Intervention for Students with Below-proficient Information Literacy Skills

2013 ◽  
Author(s):  
Don Latham ◽  
Melissa Gross
Keyword(s):  
College Students ◽  
Community College ◽  
Information Literacy ◽  
Literacy Skills ◽  
Library Science ◽  
First Year ◽  
Full Paper ◽  
Post Intervention ◽  
Information Literacy Skills ◽  
Depth Interviews

An intervention was developed for first-year community college students with below proficient information literacy skills. This presentation focuses on the development of the intervention and the evaluation of the intervention through pre- and post-intervention surveys, and in-depth interviews with intervention participants.A été conçue une séance d’intervention s’adressant aux étudiants de première année d’un collège communautaire ayant des lacunes en maîtrise de l’information. Cette communication porte sur le développement et l’évaluation de cette intervention au moyen de questionnaires pré et post intervention et d’entrevues en profondeur avec les participants. ***Full paper in the Canadian Journal of Information and Library Science***

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.

scholarly journals What Five Minutes in the Classroom Can Do to Uncover the Basic Information Literacy Skills of Your College Students: A Multiyear Assessment Study

2013 ◽  
Vol 8 (3) ◽  
pp. 34 ◽  
Author(s):  
Ma Lei Hsieh ◽  
Patricia H. Dawson ◽  
Michael T. Carlin
Keyword(s):  
Information Literacy ◽  
Information Access ◽  
Literacy Skills ◽  
Honors Students ◽  
Basic Information ◽  
Research Writing ◽  
Start Time ◽  
Information Literacy Skills ◽  
Improve Instruction ◽  
The Impact

Objective – Librarians at Rider University attempted to discern the basic information literacy (IL) skills of students over a two year period (2009-2011). This study aims to explore the impact of one-session information literacy instruction on student acquisition of the information literacy skills of identifying information and accessing information using a pretest/posttest design at a single institution. The research questions include: Do different student populations (in different class years, Honors students, etc.) possess different levels of IL? Does the frequency of prior IL Instruction (ILI) make a difference? Do students improve their IL skills after the ILI? Methods – The librarians at Rider University developed the test instruments over two years and administered them to students attending the ILI sessions each semester. The test was given to students as they entered the classroom before the official start-time of the class, and the test was stopped five minutes into the class. A pretest with five questions was developed from the 1st ACRL IL Standards. A few demographic questions were added. This pretest was used in fall 2009. In spring 2010, a second pretest was developed with five questions on the 2nd ACRL IL Standards. Students of all class years who attended ILI sessions took the pretests. In 2010-2011, the pretest combining the 10 questions used in the previous year was administered to classes taking the required CMP-125 Research Writing and the BHP-150 Honors Seminar courses. An identical posttest was given to those classes that returned for a follow-up session. Only the scores from students taking both pretests and posttests were used to compare learning outcomes. Results – Participants’ basic levels of IL skills were relatively low. Their skills in identifying needed resources (ACRL IL Standards 1) were higher than those related to information access (ACRL IL Standards 2). Freshmen in the Honors Seminar outperformed all other Rider students. No differences were found in different class years or with varying frequencies of prior IL training. In 2010-2011, students improved significantly in a few IL concepts after the ILI, but overall gains were limited. Limitations – Many limitations are present in this study, including the challenge of developing ideal test questions and that the pretest was administered to a wide variety of classes. Also not all the IL concepts in the test were adequately addressed in these sessions. These factors would have affected the results. Conclusions – The results defy a common assumption that students’ levels of IL proficiency correlate with their class years and the frequency of prior ILI in college. These findings fill a gap in the literature by supporting the anecdote that students do not retain or transfer their IL skills in the long term. The results raise an important question as to what can be done to help students more effectively learn and retain IL in college. The authors offer strategies to improve instruction and assessment, including experimenting with different pedagogies and creating different posttests for spring 2012.

scholarly journals Assessing the Information Literacy Skills of First-Generation College Students

2021 ◽  
Vol 82 (5) ◽  
pp. 730
Author(s):  
Sarah LeMire ◽  
Zhihong Xu ◽  
Douglas Hahn ◽  
Valerie Balester ◽  
Leroy Dorsey
Keyword(s):  
College Students ◽  
Information Literacy ◽  
First Generation ◽  
First Generation College Students ◽  
Literacy Skills ◽  
First Generation College ◽  
Information Literacy Skills

scholarly journals AN EXAMINATION OF INFORMATION LITERACY SKILLS ON THE USE OF LIBRARY INFORMATION RESOURCES AMONG UNDERGRADUATE STUDENTS IN UNIVERSITY IN ADAMAWA STATE

2021 ◽  
pp. 1-5
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Quantitative Method ◽  
Literacy Skills ◽  
Information Resources ◽  
Literacy Skill ◽  
University Libraries ◽  
Level Of Use ◽  
Information Literacy Skills ◽  
High Level

This study investigates the information literacy skill on the use of library information resources among undergraduate students in Adamawa State. The objectives of the study are to find out the level of information literacy skill of undergraduate student in Adamawa state, to determine the level of use of the information resources and to determine the challenges faced in the use of these information resources. Quantitative method of data collection was used using survey research design. The study revealed that most of the student has high level of information literary skill and they use information resource for academic purposes to a high extent, it was revealed from the findings that inadequate current reading and research materials are the major problem facing the use of information resources in University libraries in Adamawa.

scholarly journals Cooperative Planning and Teaching (CPT) between Teachers and the Teacher Librarian in a Hong Kong Primary School to Equip Students with Information Literacy Skills

2021 ◽  
Author(s):  
Yuet Ha Angel Leung
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Information Literacy ◽  
Literacy Skills ◽  
Independent Learning ◽  
Literacy Skill ◽  
Learning Context ◽  
Survival Skill ◽  
Information Literacy Skills ◽  
Cooperative Planning

In this information explosion era, information literacy skill becomes a survival skill. Creativity leads the way the world changes. Knowledge continues to be renewed and constructed. The role of education is to equip students with life long independent learning skill -- information literacy skill, which has to be obtained in curriculum context. Subject teachers alone or the teacher librarian alone cannot provide the necessary learning context. Cooperative Planning and Teaching (CPT) between them to integrate information literacy skill into the curriculum provides the necessary context. It has to be facilitated by flexible library scheduling. This paper presents the process of initiating CPT in a primary school in Hong Kong.

scholarly journals Instructional Preferences of First-Year College Students with Below-Proficient Information Literacy Skills: A Focus Group Study

2013 ◽  
Vol 74 (5) ◽  
pp. 430-449 ◽  
Author(s):  
Don Latham ◽  
Melissa Gross
Keyword(s):  
College Students ◽  
Focus Groups ◽  
Information Literacy ◽  
Literacy Skills ◽  
Instructional Materials ◽  
First Year ◽  
Instructional Preferences ◽  
First Year College ◽  
Information Literacy Skills ◽  
First Year College Students

The Attaining Information Literacy Project has focused on identifying first-year college students with below-proficient information literacy skills, gaining an understanding of those students’ self-views and perceptions of information literacy, gaining an understanding of their instructional experiences and preferences, and developing an intervention that will address their instructional needs. Focus groups were conducted with students with below-proficient skills to determine their instructional preferences. The findings from the focus groups indicate that students place a high value on personal relevance in the knowledge and skills they are learning, and they prefer a combination of demonstration and hands-on activities, interaction with the instructor and other students, and the availability of supplemental instructional materials in the form of handouts. In addition, they feel that incentives to participate in instruction are crucial and that a number of communication strategies are needed to advertise effectively the availability of instructional sessions.

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