Debunking the Librarian ‘Gene’: Designing Online Information Literacy Instruction for Incoming Library Science Students

Lamb, Annette

doi:10.12783/issn.2328-2967/58/1/2

Cited by 3 publications

(10 citation statements)

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“…In the LIS field, a few studies have surveyed current and future information professionals to assess their information and knowledge needs (Johnston and Williams, 2015; Lamb, 2017). Other studies have examined the level of and extent to which IL education is being offered within LIS programs (Baro, 2011; Inskip, 2015; Mutula et al , 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

Information literacy assessment of incoming students in an information studies graduate program

Al‐Qallaf

2019

Global Knowledge, Memory and Communication

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Purpose This study aims to investigate the information literacy (IL) competencies of incoming graduate students in the information studies masters’ degree program at Kuwait University. Design/methodology/approach Data were collected from 37 students through an IL assessment containing 43 questions associated with four Association of College and Research Libraries’ higher education competency standards. Based on the assessment results and semi-structured interviews, a SWOT analysis was performed. Findings After normalizing students’ scores to 100 per cent, the average score was 44.46 per cent. Students were unable to identify key concepts, construct effective search strategies, understand the scope and purpose of information sources and determine the quality of sources; their knowledge about information management systems was also weak. By contrast, students were better able to define an information need, had a general understanding of plagiarism and had reasonable knowledge about a website’s credibility. The SWOT analysis suggested that language difficulties and unfamiliarity with library conventions partly contribute to students’ lack of information knowledge and skills. Originality/value No study has tested the IL competencies of library and information studies graduate students in a Gulf Cooperation Council country. This study’s results provide a baseline assessment of graduate students’ IL needs, based on realistic data and achievable outcomes, and aiming to increase student learning. The findings will start a dialogue in relation to IL education within academic communities, especially those in developing countries, leading to instructional programs that impact on educators, administrators, information professionals and (most importantly) students. In the global arena, this research is also of value and interest to educators and professionals who are responsible for creating and improving IL instruction for graduate students who are non-native English speakers. To complete the assessment, a second study is underway covering standard four based on a written term paper.

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Section: Literature Reviewmentioning

confidence: 99%

Information literacy assessment of incoming students in an information studies graduate program

Al‐Qallaf

2019

Global Knowledge, Memory and Communication

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“…Results could be used in collaborations between LIS professors and LIS librarian liaisons to address gaps in knowledge in a systematic way, such as the program described by Lamb (2017) at the Department of Library Science at Indiana University at Indianapolis. In this program, students are given diagnostic pretests that are used to prescribe a series of self-paced tutorials designed to address the varying degrees of technological proficiency of incoming LIS students (Lamb, 2017). Students who score 85% or above on a pretest are exempt from completing the corresponding tutorial, so students only need to complete the tutorials for skills in which they are not deemed proficient (Lamb, 2017).…”

Section: Future Considerationsmentioning

confidence: 99%

“…In this program, students are given diagnostic pretests that are used to prescribe a series of self-paced tutorials designed to address the varying degrees of technological proficiency of incoming LIS students (Lamb, 2017). Students who score 85% or above on a pretest are exempt from completing the corresponding tutorial, so students only need to complete the tutorials for skills in which they are not deemed proficient (Lamb, 2017).…”

Section: Future Considerationsmentioning

confidence: 99%

“…There are indications that LIS faculty are aware of that some incoming LIS graduate students lack foundational IL skills (Lamb, 2017;Pinto, Fernandez-Ramos, Sanchez, and Meneses, 2013 Congress Launches National Congress-Awareness Week WASHINGTON, DC-Hoping to counter ignorance of the national legislative body among U.S. citizens, congressional leaders named the first week in August National Congress Awareness Week. "This special week is designed to call attention to America's very important federal lawmaking body," Speaker of the House Dennis Hastert said.…”

Section: Future Considerationsmentioning

confidence: 99%

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Information Literacy Skills of First-Year Library and Information Science Graduate Students: An Exploratory Study

Hebert¹

2018

EBLIP

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Abstract Objective – This cross-sectional, descriptive study seeks to address a gap in knowledge of both information literacy (IL) self-efficacy and IL skills of students entering Louisiana State University’s Master of Library and Information Science (MLIS) program. Methods – An online survey testing both IL self-efficacy and skills was administered through Qualtrics. The online survey instrument used items from existing instruments (Beile, 2007; Michalak & Rysavy, 2016) and was distributed to two cohorts of incoming students; the first cohort entered the MLIS program in fall 2017, and the second entered in spring 2018. Results – Data varied between cohorts and between survey instruments for both IL self-efficacy and skills; however, bivariate analysis of data indicated a moderate positive correlation between overall IL self-efficacy and demonstrated IL skill scores in both fall 2017 and spring 2018 cohorts. Conclusion – The study indicates a need for a larger, multi-institutional study using a rigorously validated instrument to gather data and make generalizable inferences about the IL self-efficacy and skills of incoming LIS graduate students.

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“…They faced difficulties evaluating online sources and regarded their knowledge as inadequate in referencing, citing, and plagiarism issues (Saunders et al, 2015). Lamb (2017) suggested that library and information science students should receive extensive training in information literacy (and pedagogy) since they have a crucial role in teaching library users.…”

Section: Introductionmentioning

confidence: 99%

An inquiry-based teaching intervention to embed information literacy instructions into a library and information science curriculum in Bangladesh

Hossain,

Sormunen

2023

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Introduction. This paper describes a novel pedagogical practice and reports its effectiveness in improving library and information science students' information literacy knowledge. In addition, it addresses the association of students’ information and communication technology (ICT) self-efficacy with their information literacy learning. Method. SPSS (version 27) was employed for the statistical analyses of the data. A one-way analysis of covariance (ANCOVA) was conducted to examine the differences between the intervention group (n= 35) and the control group (n= 36). Independent samples t-tests were carried out to see the differences between various groups. Pearson’s correlations were conducted to measure relationships among dependent variables. Analysis. SPSS (version 27) was employed for the statistical analyses of the data. A one-way analysis of covariance (ANCOVA) was conducted to examine the differences between the intervention group (n= 35) and the control group (n= 36). Independent samples t-tests were carried out to see the differences between various groups. Pearson’s correlations were conducted to measure relationships among dependent variables. Results. Students who attended the novel guided-inquiry based information literacy instructions scored higher in the post-test than those who participated in regular class lectures. In addition, the students in the intervention group learned course subject contents as well as the controls. Students’ ICT self-efficacy did not influence their overall learning of information literacy knowledge. Conclusion. Considering the short duration of the intervention, the learning outcomes in information literacy were satisfactory. We gathered some experiences implementing a novel student-centred pedagogical practice in a developing country to help educators and researchers take such initiatives.

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Debunking the Librarian ‘Gene’: Designing Online Information Literacy Instruction for Incoming Library Science Students

Cited by 3 publications

References 0 publications

Information literacy assessment of incoming students in an information studies graduate program

Information literacy assessment of incoming students in an information studies graduate program

Information Literacy Skills of First-Year Library and Information Science Graduate Students: An Exploratory Study

An inquiry-based teaching intervention to embed information literacy instructions into a library and information science curriculum in Bangladesh

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