Faculty and student perceptions and behaviours related to information literacy:

Abstract

This pilot study was developed to determine if the University’s students were proficient in information literacy (IL) based on the requisite skills defined by ALA (2000), to define faculty and student perceptions and behaviours related to IL and to test an evaluation rubric using empirical inquiry and triangulated methods. Findings suggested that not all students (n=164) had satisfactory IL skills even at the senior student level. While 4th year college students (seniors n=91) fared better on an IL survey when compared to 1st year college students (freshmen n=53), analysis of the senior students’ theses led researchers to believe that students were most likely not skilled in this area, and had an inflated opinion of their own IL abilities. Overall, students felt they were less IL challenged compared to the faculty’s (n=55) observation of the IL challenges experienced by the students. Students’ self-assessment of their literacy skills may have been coloured by the propensity of the faculty to over-edit students’ papers rather than simply providing constructive feedback, thus altering the natural end result. These authors used a triangulated approach including thesis review, comparisons between student and faculty survey responses and comparison of findings from the theses and the student and faculty surveys. Findings and discussion of methodology will hopefully provide valuable lessons for those interested in assessing students’ IL.

What academics really think about information literacy

“…The reticence to use a variety of information sources could be related to lack of awareness of the sources, or a difficulty in locating and using them, and is worthy of further investigation. Ganley et al (2013) found an over-reliance on newspaper and popular websites with too few peer-reviewed articles and other scholarly material being used by students. This is supported by Morrison (2007) who 'expressed a desire for students to read published academic work ' (2007, p.12).…”

“…When researching academics' views two broad approaches have been adopted, using either a quantitative method drawing from sample groups taken across a number of institutions (Cope & Sanabria, 2014) or using a cross-section of disciplines, (DaCosta, 2010;Dubicki, 2013). Some researchers included a range of disciplines (Andretta et al, 2008;Bury, 2011) at one institution (McGuinness, 2006;Morrison, 2007;Saunders, 2012;Ganley, Gilbert & Rosario, 2013), or concentrated on a specific faculty's view (Leckie & Fullerton, 1999;Boon, Johnston & Webber, 2007). Academics were presented with lists of IL competencies skills which they selected and prioritised as important for students to possess.…”

Initial Development of the Perception of Information Literacy Scale (PILS)

“…Many studies examine perceptions of IL as a concept, particularly perceptions of instructional faculty and how they value IL as a literacy for their students (Bury, 2011;Bury, 2016;DaCosta, 2010;Dubicki, 2013;Kim & Shumaker, 2015;McAdoo, 2008;Pinto, 2016;Sandercock, 2016;Saunders, 2012). Additional studies have also examined faculty perceptions of student IL competency as well as student self-perceptions of IL skill (Freeman, 2004;Ganley et al, 2013;Jackson, MacMillan, & Sinotte, 2014;Kousar & Mahmood, 2015;Singh, 2005). These are valuable studies for the academic librarian profession: Using a similar approach can inform an understanding of faculty and student IL perceptions within the new theoretical context of the Framework.…”

“…[ RESEARCH ARTICLE ] Doyle, Foster, & Yukhymenko-Lescroart Development of the Perception of Information Literacy Scale from IL instruction (Freeman, 2004;Molteni & Chan, 2015), may believe they don't have anything new to learn about how to use and create information (M. Gross & Latham, 2009), and may generally struggle to demonstrate expected IL competencies at their academic level (Ganley, Gilbert, & Rosario, 2013).…”

Predictable Information Literacy Misconceptions of First-Year College Students

“…Project Information Literacy (http://www.projectinfolit.org/) has published numerous reports about how college students search, find, and use information in schooling and everyday life settings. Gross and Latham (2009), Ganley (2013), Yearwood, Foasberg, and Rosenberg (2015), and Perry (2017) are further exemplars of investigations into perceptions of information literacy and related behaviors. This study continues in the mode of investigating instructor perceptions, but focuses on investigation and documentation of predictable misunderstandings in information literacy learning.…”