scholarly journals Information literacy practices of librarians in universities in South East Nigeria

2015 ◽  
Vol 7 (5) ◽  
pp. 96-102 ◽  
Author(s):  
N Anyaoku Ebele ◽  
N Ezeani Chinwe ◽  
E Osuigwe Nkem
Keyword(s):  
Information Literacy ◽  
Literacy Practices

scholarly journals The role of libraries in teaching doctoral students to become information-literate researchers

2019 ◽  
Vol 120 (3/4) ◽  
pp. 158-172 ◽  
Author(s):  
Sharon Ince ◽  
Christopher Hoadley ◽  
Paul A. Kirschner
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Information Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Empirical Studies ◽  
Literacy Skills ◽  
Content Type ◽  
Skill Sets ◽  
Types Of Information

PurposeThis paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.Design/methodology/approachA review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.FindingsThe findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.Practical implicationsThis paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.Originality/valueThis paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

Beyond the pale: The Blackbird web browser’s critical reception

2011 ◽  
Vol 13 (7) ◽  
pp. 1085-1103 ◽  
Author(s):  
André Brock
Keyword(s):  
African American ◽  
Information Literacy ◽  
Literacy Practices ◽  
Critical Reception ◽  
Early Adopters ◽  
Cultural Affiliation ◽  
Racial Ideologies ◽  
Internet Users

The browser has become part of our communicative infrastructure, invisible to our information literacy practices until a rupture occurs. In December 2008, the Mozilla-variant ‘niche’ browser, Blackbird, was released. Blackbird’s cultural affiliation with African American users became the rupture for pundits and early adopters. It was derided as racist, unnecessary, and pejorative to the actual needs of Black internet users. This article examines the racial and technological discourses surrounding Blackbird’s release on technology and cultural blogs. Findings indicate that racial ideologies play a factor in the reception of this culturally themed ICT artifact.

scholarly journals Analysing information literacy practices at selected academic libraries in Zimbabwe

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Thakazile Tshuma ◽  
Joel Chigada
Keyword(s):  
Information Literacy ◽  
Academic Libraries ◽  
Qualitative Data ◽  
Literacy Practices ◽  
Background Information ◽  
Face To Face ◽  
University Communities ◽  
Group Interviews ◽  
Qualitative Data Analysis Software ◽  
Information Landscape

Background: Information literacy (IL) skills are significant in the knowledge and information economy because the IL skills allow information users to cope with the challenges of an evolving and complex information landscape. IL is one of the most important aspects in academic libraries because it equips university communities with the skills of finding, locating and using information effectively and efficiently.Objectives: The study focused on evaluating the IL programmes and practices, as well as the challenges of implementing IL at selected academic libraries in Zimbabwe. The objective was to establish the existing policies and skills required by institutions of higher learning to implement and teach IL.Method: Qualitative data collected using face-to-face interviews and focus group interviews were analysed with the assistance of Qualitative Data Analysis Software (Atlas. ti version 8). Participants of the study included the library directors and assistant librarians with regard to IL modules and the Zimbabwe Universities Library Consortium policy documents.Results: The results revealed that all librarians understood the importance of IL in academic libraries; however, there were no IL policies and skills in existence, either at national, consortium or institutional levels. The study revealed that Zimbabwean academic libraries used different and incoherent methods in implementing and teaching IL and that IL initiatives were confronted with a myriad of challenges.Conclusion: The study concluded that academic libraries should have IL policies in place which aid in the implementation and teaching of IL in Zimbabwean academic libraries, as well as guide all the consortium members especially on collaboration issues, teaching aspects, as well as the recognition of IL by university stakeholders other than the librarians.

scholarly journals Mining writing center data for information literacy practices

2017 ◽  
Vol 45 (1) ◽  
pp. 100-116 ◽  
Author(s):  
Stephanie J. Graves ◽  
Kathy Christie Anders ◽  
Valerie M. Balester
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Writing Center ◽  
Literacy Practices ◽  
Writing Centers ◽  
Literacy Intervention ◽  
Content Type ◽  
Research Libraries ◽  
Institutional Boundaries

Purpose The study aims to explore collaborations between writing centers and libraries which create opportunities for providing information literacy intervention for students doing researched writing. This case study gathered data from writing center logs to uncover if and how information literacy activity was occurring during consultations. Design/methodology/approach A representative sample of writing center logs recorded between September of 2013 and May 2014 was mined for frequencies of library and information literacy terms. Transaction logs were coded and analyzed according to the frames in the Association of College and Research Libraries Framework for Information Literacy for Higher Education. Findings Information literacy is discussed in only 13 per cent of consultations. Referrals to librarians accounted for less than 1 per cent of all transactions. Students most commonly asked for assistance in formatting citations, but deeper information literacy conversations did occur that provide opportunities for engagement with the Framework for Information Literacy for Higher Education. Research limitations/implications Transactions were examined from one university. Although findings cannot be generalized, the results were applicable to local services, and this study provides a model useful for libraries and writing centers. Practical implications This study provides ample direction for future collaborations that will take advantage of the intersections of information literacy and writing instruction to improve student research skills. Originality/value Although much has been written about partnerships between libraries and writing centers, this study uniquely demonstrates a model for data sharing across institutional boundaries and how one library mined existing data from a writing center.

scholarly journals Information Literacy Practices in Brazilian School Libraries

2021 ◽  
Author(s):  
Bernadete Campello
Keyword(s):  
Public Schools ◽  
Information Literacy ◽  
Literacy Practices ◽  
Group Discussion ◽  
Educational Practice ◽  
Private Institutions ◽  
School Librarians ◽  
School Life ◽  
Projected Image ◽  
Concept Of Information

Based on the assumption that collaboration of librarians with teachers is central to the concept of information literacy, this study aims to understand the vision of the librarian with regard to collaboration, if he/she realizes the difficulties in this collaboration and in what way he/she seeks to collaborate. A qualitative/interpretative methodology was used and data were collected through reports of experiences, interviews and group discussion. The sample was composed of 28 school librarians (14 from public schools and 14 from private institutions). Results show that librarians not only understand the need for collaboration with teachers for the success of their educational practice, but also engage themselves in concrete actions to achieve that collaboration, which reveals a pro-active attitude, different from the projected image of a professional isolated from school life. This attitude indicates that Brazilian school librarians are starting to build the foundations for their educational practice, which could pave the way for the establishment of information literacy programs in Brazilian schools.

Saturation, acceleration and information pathologies: the conditions that influence the emergence of information literacy safeguarding practice in COVID-19-environments

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Annemaree Lloyd ◽  
Alison Hicks
Keyword(s):  
Information Literacy ◽  
Literacy Practices ◽  
Sources Of Information ◽  
Literacy Practice ◽  
Content Type ◽  
Qualitative Research Design ◽  
Standard Information ◽  
The Uk

PurposeThe purpose of this second study into information literacy practice during the COVID-19 pandemic is to identify the conditions that influence the emergence of information literacy as a safeguarding practice.Design/methodology/approachThe qualitative research design comprised one to one in-depth interviews conducted virtually during the UK's second and third lockdown phase between November 2020 and February 2021. Data were coded and analysed by the researchers using constant comparative techniques.FindingsContinual exposure to information creates the “noisy” conditions that lead to saturation and the potential for “information pathologies” to act as a form of resistance. Participants alter their information practices by actively avoiding and resisting formal and informal sources of information. These reactive activities have implications for standard information literacy empowerment discourses.Research limitations/implicationsThe paper is limited to the UK context.Practical implicationsFindings will be useful for librarians and researchers who are interested in the theorisation of information literacy as well as public health and information professionals tasked with designing long-term health promotion strategies.Social implicationsThis paper contributes to our understandings of the role that information literacy practices play within ongoing and long-term crises.Originality/valueThis paper develops research into the role of information literacy practice in times of crises and extends understanding related to the concept of empowerment, which forms a central idea within information literacy discourse.

An interlocking and interdependent ecology

2018 ◽  
Vol 46 (2) ◽  
pp. 294-302
Author(s):  
Rebecca Zuege Kuglitsch
Keyword(s):  
Information Literacy ◽  
Scientific Literacy ◽  
Science Literacy ◽  
Literacy Practices ◽  
Critical Approach ◽  
Content Type ◽  
Critical Approaches ◽  
Meaningful Engagement ◽  
Practical Implications ◽  
Critical Science

Purpose This study aims to explore the potential areas of overlap and reinforcement between critical science literacy and information literacy. As an awareness of the limitations of traditional definitions of scientific literacy and traditional science instruction has grown, there is an opportunity to apply a critical lens to science and IL. Design/methodology/approach The paper examines the literature of critical scientific literacy and connects it to information literacy practices. Findings There is considerable room for librarians to foster and support critical scientific literacy in parallel with information literacy. Both literacies align significantly. Practical implications IL for students in the sciences can and should take a more critical approach to instruction to support scientific literacy as well as ILI. Originality/value Traditional science literacy has had relatively limited impact perhaps, but critical science literacy offers a way to construct science literacy as a meaningful engagement; combining it with critical approaches to information literacy offers the opportunity to reinforce both skills.

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