scholarly journals The Daily Image Information Needs and Seeking Behavior of Chinese Undergraduate Students

2013 ◽  
Vol 74 (3) ◽  
pp. 243-261 ◽  
Author(s):  
Kun Huang ◽  
Diane Kelly
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Academic Libraries ◽  
Information Needs ◽  
Image Search ◽  
University Libraries ◽  
Current Image ◽  
Image Information ◽  
Seeking Behavior ◽  
Normal University

A survey was conducted at Beijing Normal University to explore subjects’ motives for image seeking; the image types they need; how and where they seek images; and the difficulties they encounter. The survey also explored subjects’ attitudes toward current image services and their perceptions of how university libraries might provide assistance. Based on the findings, this article summarizes the features of Chinese undergraduate students’ daily image needs and their information behavior related to images. The findings reveal the need to improve the image services offered by academic libraries and strengthen undergraduates’ information literacy with respect to image search and use.

scholarly journals Communicating the relevance of the library in the age of Google: Improving undergraduate research skills and information literacy though new models of library instruction

2013 ◽  
Vol 5 (1) ◽  
pp. 49-53 ◽  
Author(s):  
Jennifer Rempel ◽  
Danielle M. Cossarini
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Information Needs ◽  
Undergraduate Research ◽  
Information Access ◽  
Academic Research ◽  
Successful Implementation ◽  
Library Instruction ◽  
Research Skills

Most academic librarians have long been aware that the ascent of the Internet has posed a challenge to the primacy of the library as information hub. Recent studies have shown that the majority of undergraduate students do not begin their research in the library, but with Google and Wikipedia - and many students end their research here as well (Connaway, Dickey, & Radford, 2011). This trend would seem to bode ill for the quality of the research skills and the level of information literacy among current undergraduates, as many students privilege convenient access to information over quality of content (Colón-Aguirre & Fleming-May, 2012; Connaway, et al., 2011). But how do we prepare undergraduate students for the rigours of academic research given this circumstance? The library instruction session has been the path to information literacy traditionally taken by colleges and universities, but increasingly, librarians have begun questioning the value of these sessions. Many undergraduates do not find library instruction sessions relevant to their practical information needs and to changing modes of information access, and many students do not come away from library information sessions feeling fully prepared - or even fully willing - to move beyond Google and into the library in order to carry out quality information searches (Colón-Aguirre & Fleming-May, 2012). Indeed, many librarians also now feel that the classic model of library instruction no longer fully meets the information needs of undergraduates nor anticipates their Internet-focused research habits, and that library instruction needs to change dramatically in order to do so (Colón-Aguirre & Fleming-May, 2012; Farkas, 2012). Such means of improving library instruction include: breaking away from the single-session model and moving toward a multiple-session model (Farkas, 2012); incorporating discussion of Internet-based and electronic resources more fully into instruction sessions (Colón-Aguirre & Fleming-May, 2012); tailoring library instruction to course curricula and assignments (Smith, et al., 2012); and incorporating active, student-centred learning into library instruction sessions (Abate, Gomes, & Linton, 2011). The successful implementation of these measures is ultimately dependent upon communication and collaboration among library staff, faculty, and students. Implementing major changes to library instruction can be challenging for all stakeholders; such challenges will be explored in a discussion of the implementation of a prototype library instruction model developed at Selkirk College, a small undergraduate-focused institution in British Columbia, Canada.

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 Engineering Students and Professionals Report Different Levels of Information Literacy Needs and Challenges

2020 ◽  
Vol 15 (1) ◽  
pp. 238-241
Author(s):  
Kimberly MacKenzie
Keyword(s):  
North America ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Information Needs ◽  
Engineering Students ◽  
Asia Pacific ◽  
Full Time ◽  
Online Forums ◽  
Mean Values ◽  
Undergraduate Engineering

A Review of: Phillips, M., Fosmire, M., Turner, L., Petersheim, K., & Lu, J. (2019). Comparing the information needs and experiences of undergraduate students and practicing engineers. The Journal of Academic Librarianship, 45(1), 39-49. https://doi.org/10.1016/j.acalib.2018.12.004 Abstract Objective – To compare the levels of information literacy, needs, and challenges of undergraduate engineering students with those of practising engineers. Design – Electronic survey. Setting – Large land grant university in the Midwestern United States and multiple locations of a global construction machinery manufacturing company (locations in Asia Pacific, Europe, North America). Subjects – Engineering undergraduates and full-time engineers. Methods – Two voluntary online surveys distributed to (a) students in two undergraduate engineering technology classes and one mechanical engineering class; and (b) to engineers in an online newsletter. None of the questions on the survey were mandatory. Because the call for practising engineers generated a low response rate, direct invitations were sent in batches of 100 to randomly selected engineers from a list provided by the human resources department of the company participating in the study. The surveys were similar but not identical and included multiple choice, Likert scale, and short answer questions. Data analysis included two-sided unpaired sample t-tests (quantitative data) and deductive and inductive content analysis (qualitative data). Main Results – There were 63 students and 134 professional engineers among the respondents. Survey response rates were relatively low (24.3% for students; approximately 4.5% for employees). Students rated themselves higher overall and significantly higher than did engineers on the questions “know where to look for information” (students M = 5.3; engineers M = 4.2) and “identifying the most needed information” (students M = 5.5; engineers M = 4.8) (mean values reported on a 7-point scale). Neither group rated themselves highly on “reflecting on how to improve their performance next time” or “having a highly effective structure for organizing information,” though engineers in North America rated themselves significantly higher than those in Asia Pacific on organizing information, knowing where to look for information, and using information to make decisions. Both students and engineers reported often using Google to find information. The library was mentioned by one-half of engineers and one-third of students. Engineers reported consulting with peers for information and making more use of propriety information from within their companies, while students reported using YouTube videos and online forums, as well as news and social media. More than half of students (57%) reported having enough access to information resources, while 67% of engineers felt that they lacked sufficient access. The most common frustration for both groups was locating the information (45% of student responses; 71% of engineer responses). Students reported more frustration with evaluating information (17%) compared to engineers (9%). Conclusion – Engineering students and professional engineers report differences in their levels of confidence in finding information and differences in the complexity of the information landscape. Engineering librarians at the university level can incorporate this knowledge into information literacy courses to help prepare undergraduates for industry. Corporate librarians can use this information to improve methods to support the needs of engineers at all levels of employment.

Are transfer students lagging behind in information literacy?

2017 ◽  
Vol 45 (2) ◽  
pp. 286-297 ◽  
Author(s):  
Min Tong ◽  
Carrie Moran
Keyword(s):  
Sample Size ◽  
Transfer Students ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Academic Libraries ◽  
Literacy Skills ◽  
Library Instruction ◽  
Content Type ◽  
Literacy Proficiency ◽  
Information Literacy Skills

Purpose The purpose of this study was to assess the information literacy proficiency of transfer students. This assessment of skills was undertaken to improve the services provided to transfer students in academic libraries, with a particular focus on information literacy instruction. Design/methodology/approach The Project Standardized Assessment of Information Literacy Skills (SAILS) test was administered to assess the information literacy proficiency of a cohort of undergraduate students taking courses on two regional campuses of a four-year institution. In total, 114 students participated, and SAILS test scores were compared to several demographic characteristics using one-way and two-way analysis of variance (ANOVA). Findings Results showed that undergraduate students generally lack information literacy skills, even at the junior and senior levels. Previous library instruction had a positive impact on scores for two of the Association of College and Research Libraries information literacy standards, suggesting that library instruction programs can be effective at improving these skills. When examining performance across the board on the various information literacy skills, there was no significant difference between transfer and native students in this result set. Research limitations/implications This study had a limited sample size, and only tested students taking courses from two regional campus locations. Follow-up studies could broaden the scope to include main campus transfer students to form a larger sample size. Originality/value It was difficult to find original research within the library literature that directly addressed information literacy skills in a mixed population of transfer and native students. Further research in this area can serve to improve the services offered to all students within academic libraries.

scholarly journals Serviços de informação e o 'usuário interno': necessidades de competências informacionais

2015 ◽  
Vol 13 (3) ◽  
pp. 579
Author(s):  
Micarla do Nascimento Gomes ◽  
Claudialyne da Silva Araújo
Keyword(s):  
Information Literacy ◽  
Information Needs ◽  
Technical Support ◽  
Qualitative Approach ◽  
University Libraries ◽  
Professional Performance ◽  
Work Activities ◽  
Specific Category ◽  
Need For Information

Descreve a busca e uso da informação por parte dos usuários como sendo uma das motivações às bibliotecas para evoluir os serviços por ela prestados, seja na adaptação ou reestruturação de sua missão. Destaca que atualmente as bibliotecas não estão exclusivamente centradas na guarda e na disseminação da informação. A pesquisa objetivou verificar as necessidades de informação de uma categoria especifica de usuários, os ‘usuários internos’. Identifica esta classe composta por profissionais atuantes nas bibliotecas universitárias, e que demandam informação para suas atividades laborais. Descreve a necessidade de informação para fins: práticos; profissionais e intelectuais. Analisa a tríade de finalidades nas quais, o ‘usuário interno’ busca e usa a informação. Metodologicamente o estudo possui abordagem quanti/qualitativa, de natureza descritiva e exploratória, tendo como instrumentos de coleta de dados o questionário e a entrevista. Tem como sujeitos 18 “bolsistas de apoio técnico” da Biblioteca Central Zila Mamede/UFRN; a quem o fito da pesquisa é factual. Conclui-se que apesar de haver uma satisfação da busca do desempenho profissional destes usuários, é necessário que exista um fluxograma de atividades incluindo a rotatividade em tempo determinado. Sugere que a resolução da “bolsa de apoio técnico” tenha descritas as atividades dos “bolsistas” com exatidão para que tanto “bolsista” como a instituição que necessite do auxílio deste nas atividades, saibam suas reais atribuições.Abstract:Describes the search and use of information by users as one of the motivations to libraries to evolve the services it provides, adapting or restructuring its mission. It points out that currently the libraries are not exclusively focused on custody and dissemination of information. The research aimed to verify the information needs of a specific category of users, the 'insiders'. Identifies this class consisting of professionals working in university libraries, and requiring information for their work activities. It describes the need for information in the: practical; professionals and intellectuals. Analyzes the triad of purposes in which the 'internal user' search and use information. Methodologically this research it is a case study, the study has quantitative / qualitative approach, descriptive and exploratory, using as instruments of data collection the questionnaire and the interview. Its subject 18 "technical support fellows" of the Central Library Zila Mamede / UFRN; whom the aim of the research is factual. It concludes that although there is a satisfaction on the search of professional performance of these users, there needs to be an activity flowchart including turnover at times. Suggests that the resolution of "technical support fellows" has described the activities of "fellows" accurately so that both "fellows" as the institution which needs their assistance in the activities, know their real duties.Keywords:User study. Need for information. Internal User. Information literacy.

Information literacy of students as a correlate of their use of electronic resources in university libraries in Nigeria

2015 ◽  
Vol 33 (3) ◽  
pp. 486-501 ◽  
Author(s):  
Ngozi Blessing Ukachi
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Strong Positive Correlation ◽  
University Libraries ◽  
Electronic Resources ◽  
Content Type ◽  
Information Literacy Skills ◽  
The Impact

Purpose – The purpose of this paper is to determine the relationship existing between undergraduate students’ information literacy skills and their use of electronic resources (ERs) located in university libraries in Nigeria. Design/methodology/approach – The descriptive design was adopted for the research questions, while the correlational design was adopted for the hypothesis. The purposive sampling technique was also adopted in selecting 12 university libraries which the preliminary study had revealed that they have Internet access and also subscribe to ERs in the south-west geopolitical zone in Nigeria. Questionnaire and oral interview were used for data collection. The population size consists of all the 36,116 library-registered undergraduate students in the 12 universities, while the sample size is 1,806 (5 per cent of the population) and the 12 librarians heading the ERs sections of the libraries. Findings – The findings revealed that ERs are not adequately utilized, undergraduate students do not possess adequate information literacy skills necessary for optimal utilization of the libraries’ ERs and strong positive correlation between level of undergraduate students’ information literacy skill and their use of ERs provided in the library. Practical implications – This paper provides practical insights into the impact of possessing inadequate information literacy skills on the use of ERs. Originality/value – This paper is the first to relate undergraduate students’ information literacy skills and their use of libraries’ ERs in south-western zone of Nigeria.

ROLE OF LIBRARIANS IN TEACHING INFORMATION LITERACY IN ZIMBABWEAN AND SOUTH AFRICAN UNIVERSITIES: A COMPARATIVE STUDY

Mousaion ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 23-42 ◽  
Author(s):  
Tinashe Mugwisi
Keyword(s):  
South Africa ◽  
South African ◽  
Information Literacy ◽  
Ethical Issues ◽  
University Libraries ◽  
Information And Communications Technologies ◽  
Communications Technologies ◽  
Information Skills ◽  
The University

Information and communications technologies (ICTs) and the Internet have to a large extent influenced the way information is made available, published and accessed. More information is being produced too frequently and information users now require certain skills to sift through this multitude in order to identify what is appropriate for their purposes. Computer and information skills have become a necessity for all academic programmes. As libraries subscribe to databases and other peer-reviewed content (print and electronic), it is important that users are also made aware of such sources and their importance. The purpose of this study was to examine the teaching of information literacy (IL) in universities in Zimbabwe and South Africa, and the role played by librarians in creating information literate graduates. This was done by examining whether such IL programmes were prioritised, their content and how frequently they were reviewed. An electronic questionnaire was distributed to 12 university libraries in Zimbabwe and 21 in South Africa. A total of 25 questionnaires were returned. The findings revealed that IL was being taught in universities library and non-library staff, was compulsory and contributed to the term mark in some institutions. The study also revealed that 44 per cent of the total respondents indicated that the libraries were collaborating with departments and faculty in implementing IL programmes in universities. The study recommends that IL should be an integral part of the university programmes in order to promote the use of databases and to guide students on ethical issues of information use.

Influence of Information Literacy Competencies on Users of the Saulsville Public Library, South Africa

Mousaion ◽  
2020 ◽  
Vol 38 (2) ◽  
Author(s):  
Rexwhite Tega Enakrire ◽  
Isaac Mpho Mothiba
Keyword(s):  
South Africa ◽  
Information Literacy ◽  
Information Needs ◽  
Formal Education ◽  
New Technologies ◽  
Public Libraries ◽  
Survey Design ◽  
Public Library ◽  
Information Discovery ◽  
Information Literacy Competencies

Information literacy competencies indicate the ability of an individual to apply a certain search strategy of information discovery, to understand its design, to value judgement, and to use it in various contents and contexts. The influence of information literacy competencies plays an important role in enabling information users to meet their information needs and prepares them for lifelong learning. The purpose of this study was to examine the influence of information literacy competencies of users in the Saulsville public library, South Africa. The rationale was a lack of awareness and the inability of the users to find their information needs based on the task and decision at hand. The descriptive survey design adopted for this study made use of a questionnaire to collect data from 1 120 registered members of the Saulsville library. Of the 1 120 registered users being the population for the study, the authors purposively used 10 per cent (112 members) of the population as sample size. The findings revealed that users of the Saulsville public library had limited awareness and competencies of information literacy. The users were exposed to some form of library orientation and the use of library resources during their visit to the library. The findings further indicated that the users’ information literacy competencies were affirmed through the quality of information obtained and the satisfaction of library services rendered by library staff. The study recommends the acquisition of new technologies that could enhance users’ interactive information literacy training in public libraries and formal education settings.  

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