Engagement and assessment in a credit‐bearing information literacy course

Mayer, Jennifer; Bowles‐Terry, Melissa

doi:10.1108/00907321311300884

Cited by 20 publications

(11 citation statements)

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“…39 Mayer and Bowles-Terry reported on a recently developed program, "Managing and Navigating the World of Information," that covered information-related areas such as retrieval, evaluation, accessibility, and research basics. 40 Henderson et al found that, after taking part in one of these integrative workshops, students' self-confidence, as well as their searching capabilities, showed clear improvement. 41 Other studies described different projects that integrated information literacy programs into academic curricula, reporting on students' success using these skills in their courses 42 and stating that cooperation between librarians and faculty is essential in developing successful information literacy programs.…”

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confidence: 99%

Three Perspectives on Information Literacy in Academia: Talking to Librarians, Faculty, and Students

Yevelson-Shorsher¹,

Bronstein²

2018

CRL

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This study presents three perspectives on the subject of information literacy skills in academia by examining the perceptions of students, teaching faculty, and librarians. Information literacy (sometimes referred to as critical thinking or research skills) has become a crucial set of skills in academic work since developments in informational and technological environments have given students access to vast amounts of information that is often unsupported, unfiltered, and unreliable. Data collected from 32 semistructured interviews were analyzed using thematic analysis. Findings show that students felt they lacked adequate information literacy skills, did not receive sufficient help from the faculty, and were unaware of the resources and services the library offered. Professors, however, considered such skills important and expected students to obtain them during their studies. The library staff were aware of students' difficulties in acquiring these skills and have made efforts to develop programs to remedy the situation. However, these programs were not always successful due to a lack of awareness by students, and the incompatibility of such programs with their needs and the expectations of their instructors. By contrasting the views, needs, and expectations of the three populations studied, findings from the study show that greater collaboration and communication among faculty, librarians, and students is needed to improve students' information literacy skills. The study also provides the LIS field with an outline of an "ideal" information literacy training for students as it is reflected in the combined views of the participated populations. IntroductionThe information age and its far-reaching technological developments have changed the ways in which users relate to and use information, 1 making information literacy skills an essential set of skills and competencies that impact the daily lives of individuals living in an information society. The term "information literacy" was first used by

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confidence: 99%

Three Perspectives on Information Literacy in Academia: Talking to Librarians, Faculty, and Students

Yevelson-Shorsher¹,

Bronstein²

2018

CRL

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“…The remaining 10 articles on IL instruction do not mention research logs at all even though the theoretical or practical thrust of their arguments might warrant such mention: Bowles-Terry et al (2010), Farrell (2013, Holliday and Rogers (2013), Kelly (2014), Koppelman (2009), Mayer andBowles-Terry (2013), Mazella and Grob (2011), McBride (2011, Sobel andWolf (2011), andStewart-Mailhiot (2014).…”

Section: Scholarly Articlesmentioning

confidence: 97%

Foregrounding the Research Log in Information Literacy Instruction

Fluk

2015

The Journal of Academic Librarianship

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Updating an earlier study, this article reviews the literature of information literacy (IL) instruction since 2008 for empirical evidence of the value of research logs or research journals for effective pedagogy, assessment, and prevention of plagiarism in IL instruction at the college level. The review reveals a mismatch between the acknowledged theoretical and practical value of research log assignments and the mixed advocacy for them in the literature. The article further analyzes the literature for the drawbacks of research log assignments and points toward ways of mitigating these drawbacks.Research logs, also called "research journals," "narratives of research," and a wide variety of other terms, are assigned often-but not often enough-in information literacy instruction. Research log/ research journal assignments ask students to keep track of their research process and produce an artifact-a log, a journal, a storydescribing and reflecting on that process. I will argue in this paper that the literature of information literacy (IL) instruction provides ample backing for the idea that the research log/research journal assignment can be a useful exercise for the development of information literacy at the college level. In my earlier review of literature published from 2000(Fluk, 2009, the value of such an assignment for effective delivery of IL instruction as well as for insightful performance-based assessment became apparent. Ironically, however, the enthusiasm in the literature for the use of research logs/research journals in IL instruction was not heavily backed by empirical research (p. 49) and was, indeed, belied by underutilization (p. 46). This paper updates the 2009 literature review, looking for scholarly evidence of the value of research logs/research journals for pedagogy, assessment, and-expanding on the earlier review-prevention of plagiarism. Also expanded here is the scope of the literature reviewed to include the major information literacy textbooks and instruction manuals currently in use, searching for their advocacy (or not) of student research logs/ research journals.The research questions are:

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“…The results for enabling the respondents to complete an assignment on time indicates that 45 (39.1%) indicates true, and 25 (21.7%) indicates very true that they perceived ILS to be effective when writing an assignment and complete on time. However, this corresponds to the outcomes of Head (2008), Bowler and Street (2008), Gross andLatham (2009), Julien et al (2011) and Mayer and Bowles-Terry (2013).…”

Section: Respondents' Perceptions Of the Effectiveness Of Informationmentioning

confidence: 98%

Exploring the postgraduate students perceptions, usefulness and effectiveness of information literacy skills at University of Malaya library

Mohammed¹,

Haliru²

2019

Int. J. Lib. Inf. Sci.

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The aim of this study was to find out the extent to which the postgraduate students who attended the information skills session at University of Malaya's library perceived the session to be useful as well as effective in their attempts to locate, access and use the information needed so as to avail themselves of the library resources. In order to evaluate the perceived usefulness of information literacy skills and effectiveness of information literacy skills, two scales were adopted from the existing literature on the information literacy skills. Self-report instruments comprising the two scales as well as demographic items were incorporated into the online questionnaire. The study explored the respondents' perceptions, usefulness and effectiveness of the information literacy skills at University of Malaya's library among those who attended the information skills session in 2014/2015 academic session. To conduct this study, a cross-sectional survey design was carried out to answer the relevant research questions. The data have been generated from the online questionnaire of the sample size of this study. The analysis and interpretations of findings were entirely based on the feedback received from the respondents. This analysis has been conducted using the latest version (22 versions) of SPSS for window software. It is hoped that the management and library instructors of the University of Malaya should conduct a regular assessment of the usefulness and effectiveness of information literacy skills (ILS) among those who attended the training program in order to know whether the training program is perceived to be useful as well as effective in completing their academic activities. This can help the library staff to improve their teaching services.

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Engagement and assessment in a credit‐bearing information literacy course

Cited by 20 publications

References 11 publications

Three Perspectives on Information Literacy in Academia: Talking to Librarians, Faculty, and Students

Three Perspectives on Information Literacy in Academia: Talking to Librarians, Faculty, and Students

Foregrounding the Research Log in Information Literacy Instruction

Exploring the postgraduate students perceptions, usefulness and effectiveness of information literacy skills at University of Malaya library

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