Bridging the Gap: Information Literacy and Learning in Online Undergraduate Courses

Zakharov, Wei; Maybee, Clarence

doi:10.1080/1533290x.2018.1499256

Cited by 14 publications

(8 citation statements)

References 1 publication

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“…For the students surveyed, ICTs play a core role in their learning processes, in general, and more specifically in those related to IL knowledge and skills. The disconnection perceived by students with their teachers and librarians therefore suggests the need for a mutual approach, with higher levels of coordination and joint training, which are the aspects also considered in the literature (Gikas and Grant, 2013;Mullins, 2017;Parsazadeh et al, 2018;Rossing et al, 2012;Zakharov and Maybee, 2019). In this regard, there is a risk that the digital divide noted by students could increase if efforts are not coordinated to make the best use of the resources available, which must be adapted to the new scenarios brought about by the COVID-19 pandemic.…”

Section: Discussionmentioning

confidence: 99%

“…According to the students, libraries must take advantage of all the potentialities of the ICT tools available, promoting and channelling their informational and communicative power. Academic libraries, and particularly their librarians, must accept the presence of information technologies as an essential asset of the current information scenario (Zakharov and Maybee, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…With the aim of improving online information evaluation skills, Parsazadeh et al (2018) suggested a cooperative and interactive mobile learning framework. Zakharov and Maybee (2019) addressed the role of libraries in the information literate university (ILU) and the work of teachers and librarians in the acquisition of mobile literacy skills. Kearney and Maher (2019) analysed attitudes, the inclusion of MTs and the relevance of Information literacy and mobile technologies IL both in pre-service teachers and in professionals' lifelong learning.…”

Section: Students' Perceptions Of Information Literacymentioning

confidence: 99%

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Experiences of information literacy and mobile technologies amongst undergraduates in times of COVID. A qualitative approach

Pinto

Mariscal

Segura

2021

AJIM

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Purpose The purpose of this article is to analyse the social science students' perceptions of information literacy (IL) and the use of mobile technologies (MTs) before and during the COVID-19 pandemic.Design/methodology/approach Exploratory focus group methodology involving 18 Information Science and Education undergraduates.Findings Students believe that, above all, an information literate person must know how to search for information. Being able to recognise acceptable levels of IL and MT competencies/skills enabled them to detect the scant contribution of the university to IL and the poor support from the library. They routinely use information and communication technologies (ICTs) in the classroom for assignments, presentations, searching and administrative tasks. Conversely, they consider their teachers' competency in the use of mobile devices for academic tasks could be improved. The increase in these shortcomings during the COVID-19 pandemic has allowed students to discover most teachers' attitudinal and technical limitations. Students' suggestions mostly point to improving platforms, teaching methods, teacher motivation and teachers/librarians interaction.Research limitations/implications Research is limited to several IL/MT-related concepts, one university and two degrees. It could be applied in other contexts, larger samples and other stakeholders such as librarians and teachers.Practical implications Need for more IL and TM instruction for students/teachers and greater interaction amongst them and with the library. The authors suggest promoting interdisciplinary seminars on the importance of IL and awareness sessions on ICT for learning.Originality/value This case study addresses students' critical/exceptional experience triggered by the pandemic.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Students' Perceptions Of Information Literacymentioning

confidence: 99%

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Experiences of information literacy and mobile technologies amongst undergraduates in times of COVID. A qualitative approach

Pinto

Mariscal

Segura

2021

AJIM

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“…It is argued that the online writing centre assumes the credibility that is assigned to the physical space. The main argument for the use of an online writing centre on its own or as an extension of the physical space is the increased access it offers to a person who may not be able to come in person to the physical space (Zakharov and Maybee 2019). This is instructive in forging solutions for instances where a student cannot get to campus yet s/he needs to consult with one or more tutors at the writing centre.…”

Section: 2mentioning

confidence: 99%

From physical to online spaces in the age of the #FeesMustFall protests: A Critical Interpretative Synthesis of writing centres in emergency situations

Nanima

2019

SPILPLUS

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Writing centres play a vital role in guiding students in their academic writing. Central to this role is their physical location at tertiary institutions, where students usually walk in and schedule appointments with writing tutors. The recent #FeesMustFall protests saw the temporary closure of universities across South Africa. As a result, the functionality of the writing centres as physical locations was disrupted to the detriment of student development. This article evaluates the application of the principles that underscore the operation of physical writing centres as online spaces. First, it evaluates the writing centre as a physical space, and the resulting shift to an online space as a result of the #FeesMustFall protests. Secondly, with the methodological aids of Critical Interpretative Synthesis and my personal reflections as a tutor, I analyse the possible application of the principles that guide physical writing centres to the online environment. 1.Nanima http://spilplus.journals.ac.za 100 centres, however temporary, deprives these students of these developmental opportunities and their ability to use this voice. While there are various issues that speak to the ideology and goals of a writing centre, this contribution, by design and logistics, focuses on the continued operation of writing centres where students are unable to have face-to-face sessions with the tutors. In the wake of the student protests, I question how writing centres can connect with students when the latter are unable to come to the physical space for consultations.This study relates literacies to the #FeesMustFall student protests and validates the interrogation of the operation of writing centre spaces during these protests. However, I recognise that there may be other reasons that may inform students' failure to get to campus. While there is extant literature that models writing centres as transitional spaces, this articulation does not connect the transition to online spaces (Nichols 2017). If this problem is not dealt with, the probable non-operation of writing centres, when students cannot get to campus to attend consultations due to protests or other reasons, will continue unabated. This is based on my observation that the University of the Western Cape (UWC) Writing Centre did not function during these protests, and never developed a contingency plan to deal with recurring emergencies and temporary disturbances in operation. In order to keep the teaching and learning going as far as possible during these protests, essay assignments in the form of continuous assessments were given by lecturers as the contingent mode for semester exams. Thus, student consultations with tutors at an open and operational UWC Writing Centre were necessary more than ever, but could not take place due to these protests.The aim of this study is to evaluate the principles that apply to the running of writing centre spaces as physical spaces and to test these principles against the practical application of online centres when adopted as short-term solu...

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“…With digital projects and methodologies on the rise in research, as well as student and instructor populations shifting to be more virtual, it is vital for librarians to implement collaborative, virtual, and asynchronous approaches to developing and implementing scholarly communication workshops. While there are many studies focusing on library online modules or courses on information literacy concepts that might include scholarly communication topics (Clapp et al, 2013;Gonzales, 2014;Paulson & Laverty, 2018;Zakharov & Maybee, 2019), there is a gap in the distance learning librarianship literature regarding creation of modules or tutorials that are specific to scholarly communication needs and topics.…”

Section: Introductionmentioning

confidence: 99%

Scholarly Communications Training: Professional Development for the Next Generation of Scholars

Craft

Harlow

2020

Serials Review

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Many campuses are seeing increased needs for support in scholarly communications areas such as open access, research identity management, scholarship metrics, and related topics. This article discusses a professional development program that addresses scholarly communications needs for online and in-person graduate students and faculty at UNC Greensboro (UNCG), through a collaborative, interdepartmental effort that brings together librarians from the departments of Research, Outreach, and Instruction (ROI) and Technical Services. The authors provide a brief overview of the literature related to scholarly communications needs and training in academic libraries and discuss the UNCG program's inception, modules, format, assessment, and future directions.

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Bridging the Gap: Information Literacy and Learning in Online Undergraduate Courses

Cited by 14 publications

References 1 publication

Experiences of information literacy and mobile technologies amongst undergraduates in times of COVID. A qualitative approach

Experiences of information literacy and mobile technologies amongst undergraduates in times of COVID. A qualitative approach

From physical to online spaces in the age of the #FeesMustFall protests: A Critical Interpretative Synthesis of writing centres in emergency situations

Scholarly Communications Training: Professional Development for the Next Generation of Scholars

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