Faculty perception of information literacy at Queensborough Community College

Ward, Leslie; Kim, Miseon

doi:10.1080/02763915.2018.1558899

Cited by 4 publications

(4 citation statements)

References 18 publications

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“…Although the existing literature on faculty perceptions of librarian-led information literacy was somewhat limited, it supported the general findings of this study by illustrating that faculty in previous studies conceptualized information literacy similar to librarians and expected them to focus on teaching the research process instead of course content. Although there were some areas where there was a contradiction to the findings in this study, the literature supported the finding that faculty generally have a positive perception of librarian-led information literacy instruction but recognize it has some challenges (Berg & Weiner 2018;Birkett & Hughes, 2013;Lecea & Perez-Stable, 2019;Ward & Kim, 2017). The findings in this study were in contradiction to Feldman and Sciammerella (2000), who observed that faculty were dissatisfied with their experiences in librarian-led information literacy sessions.…”

Section: Resultscontrasting

confidence: 66%

“…Similar to the conclusions drawn by Berg and Weiner (2018), the participants in this study had a positive attitude about librarianled information literacy instruction. The notion that faculty held a positive perception about their overall experience with librarian-led instruction was also cited in several other notable studies (Birkett & Hughes, 2013;Lecea & Perez-Stable, 2019;Ward & Kim, 2017).…”

Section: Faculty Have a Positive Perception Of Librarian-led Informatmentioning

confidence: 86%

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Making sense of librarian-led information literacy instruction

Breland¹

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This study explored how undergraduate faculty made sense of librarian-led information literacy instruction. Semi-structured interviews were conducted with six undergraduate faculty that taught at least two sections of a general education course at Woodlawn College. Interpretative Phenomenological Analysis (IPA) was used to analyze transcripts and identify four superordinate themes and twelve subthemes. The four superordinate themes that emerged from the transcripts were 1) faculty understand the concept of information literacy in similar ways to library professionals, 2) faculty believe there are distinctive roles librarians and faculty play in teaching students information literacy, 3) faculty have a positive perception of librarian-led information literacy instruction, and 4) faculty encountered challenges with librarian-led information literacy instruction. This study suggests that there are opportunities for librarians to further assess how faculty incorporate information literacy, what role they believe librarians serve in promoting information literacy, and how they would integrate information literacy concepts into their classroom.

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Section: Resultscontrasting

confidence: 66%

Section: Faculty Have a Positive Perception Of Librarian-led Informatmentioning

confidence: 86%

Making sense of librarian-led information literacy instruction

Breland¹

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“…Oluwaseye and Tunde 20 analysed the correlational research between IL skills and Web 2.0 among the students in Nigeria. The faculty perception of library services among the Queensborough Community College was studied by Ward and Kim 21 and found that science and mathematics faculty were least interested in sending their students for information literacy classes. Deepamala and Shivraj 22 conducted a study among the women faculty of engineering colleges to assess the IL skills and found that the internet, online sources, and social media are the preferred information resources for learning and sharing their knowledge.…”

Section: Literature Reviewmentioning

confidence: 99%

Literature on Information Literacy

Nisha

Varghese

2021

DESIDOC Jl. Lib. Info. Technol.

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The paper provides an overview of the research conducted on various aspects of Information Literacy. Many studies have been conducted in India and abroad on different facets of Information Literacy and pinpointed that information literacy is an essential skill in the era of information explosion. This paper provides an outline of the research done on Information literacy all over the world. By analysing 104 studies on information literacy, the present study indicates that Information Literacy is an essential skill in the current society. The importance of libraries in imparting information literacy is also mentioned in many studies. The literacy training has to be started at the school level, and it should be included in the curricula. The review shows that the only solution to reduce the digital divide gap among the information-rich and information-poor citizens is information literacy. Many initiatives have been started in India to bridge this gap. Many organisations and Associations like UNESCO, IFLA, American Library Associations, Society of Colleges, National and University Libraries (SCONUL) have framed different standards and Information Literacy models for various types of information users.

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“…Similarly, researchers in other studies determined that faculty expected students to already have IL skills, but found out later that students needed to develop these skills for the course (Sandercock 2016;Perry 2017). A survey study at a CUNY community college revealed that IL was less appreciated by STEM faculty because they felt IL instruction was not relevant to the course or they perceived that they would not be able to find time to include IL instruction because of contentdriven syllabi (Ward & Kim 2019). In a recent qualitative study conducted at Anglia Ruskin University in the UK, the interviews of faculty and academic staff revealed that faculty viewed IL as an "extension" to the subject content, not as a separate discipline (Stebbing et al 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Implementing Information Literacy (IL) into STEM Writing Courses: Effect of IL Instruction on Students’ Writing Projects at an Urban Community College

Kim¹,

Franco²,

Seo³

2020

ISTL

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The purpose of this study was to implement information literacy (IL) into Science, Technology, Engineering, and Mathematics (STEM) writing courses at an urban community college, investigate if students’ information literacy (IL) skills were improved through library one-shot instruction, and determine if there was an association between IL skills and students’ writing performance. Students in the experimental group attended the library instructional class and students in the control group had no library class. Students’ research papers were scored using the Association of American Colleges & Universities (AAC&U) Information Literacy VALUE Rubric to grade the effectiveness of the library instruction. While the scores of the papers did not differ between groups, data indicated that there was a statistically significant difference (p = .011) in IL scores between students in the experimental group (M = 9.70) and students in the control group (M = 8.73). The results also showed that information literacy skills were correlated positively with students’ grades on research papers (p = .002).

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Faculty perception of information literacy at Queensborough Community College

Cited by 4 publications

References 18 publications

Making sense of librarian-led information literacy instruction

Making sense of librarian-led information literacy instruction

Literature on Information Literacy

Implementing Information Literacy (IL) into STEM Writing Courses: Effect of IL Instruction on Students’ Writing Projects at an Urban Community College

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