Faculty perceptions of students' information literacy skills competencies

Dubicki, Eleonora

doi:10.11645/7.2.1852

Cited by 50 publications

(59 citation statements)

References 29 publications

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“…Many studies have found that faculty commonly perceive undergraduate students' IL skills to be below the levels that they would like to see (Bury, 2011;Cannon, 1994;Cope and Sanabria, 2014;DaCosta, 2010;Dubicki, 2013;Duke and Asher, 2012;Gonzales, 2001; Leckie and Fullerton, 1999;Saunders, 2012;Singh, 2005).…”

Section: Faculty Conceptions Of Undergraduates' Information Literacy mentioning

confidence: 99%

Learning from faculty voices on information literacy

Bury

2016

RSR

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Purpose This paper aims to investigate faculty conceptions of information literacy (IL) in a digital information landscape by examining faculty definitions of IL in the context of undergraduate education, as well as faculty perceptions of, and expectations for, undergraduate IL knowledge and abilities. Design/methodology/approach This is a qualitative research study with 24 semi-structured interviews of faculty in different disciplines at a large public research university in Toronto, Ontario. Findings Faculty view IL as fundamentally intertwined with other academic literacies and as central for the successful pursuit of much undergraduate academic research work including developing autonomous, engaged learners. Faculty place special emphasis on fostering higher-order cognitive skills, especially developing a questioning disposition and the ability to evaluate, contextualize and synthesize information sources. Faculty see considerable scope for improvement of undergraduate IL capabilities, and a large majority see a role for themselves and librarians here. Practical implications Findings of this and other studies align well with core elements in the new IL guidelines and frameworks for higher education both in North America and the United Kingdom. This includes highlighting a need for a strong faculty role in shaping IL in higher education in the future, a need for a holistic lens in developing multiple academic literacies, an emphasis on high-order cognitive abilities and a recognition of the importance of affective dimensions of learning IL. Originality/value This paper fills a gap in the literature where there is an absence of studies, especially of a qualitative nature, which explore faculty conceptions of IL. A majority of studies published focus instead on librarian conceptions and practice.

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Section: Faculty Conceptions Of Undergraduates' Information Literacy mentioning

confidence: 99%

Learning from faculty voices on information literacy

Bury

2016

RSR

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“…This, however, poses the question about skills transfer and what would be a reasonable expectation thereof. In other studies (Dubicki 2013;Saunders 2012), it was shown that students' IL skills mostly improved by year of education and were much-improved by their senior year. The students who formed part of the CPUT study were in their first year and therefore a small improvement could possibly have been expected.…”

Section: Resultsmentioning

confidence: 84%

Measuring the application of information literacy skills after completion of a Certificate in Information Literacy

Lockhart

2016

SAJLIS

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“…Likewise lecturers! In her research work on the faculty perception of students information literacy skills competencies Dubicki (2013) found out that faculty familiarity with IL concepts was high; faculty are overwhelmingly supportive of IL and are incorporating these skills into learning outcomes for their courses; and there are strong expectations of students" achieving IL skills by graduation, but faculty perceptions are that students fall short of mastering those skills by the end of their programmes.…”

Section: " What We Need In the Knowledge Industries Are People Whomentioning

confidence: 99%

“…The Association of College Research Libraries (ACRL) (2012) has spelt out five information literacy standards, each with its performance indicators and outcomes for assessing the progress of tertiary students studying science and engineering or technology at all levels of higher education towards information literacy. The aim of these standards is to entrench information literacy across all curricula in all tertiary educational programmes in collaboration with the efforts of faculty, librarians and administrators.…”

Section: Introductionmentioning

confidence: 99%

Lecturers’ perception of students’ information literacy skills versus students’ actual information literacy levels

Krubu¹,

Idhalama²,

Omigie³

2017

Information Impact: Journal of Information and Knowledge Management

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The main objective of this study is to determine lecturers" perception of students" information literacy skills versus students" actual information literacy levels in a specialised federal university in Nigeria. Mixed qualitative methods of open-ended written interviews with lecturers and analysis of students" written assignment was employed. Twelve open-ended interview protocols were administered to twelve (12) lecturers in various departments in both Colleges of Science and Technology in addition to two librarians who teach the Use of Library and Study Skills Course. In the same vein, individual assignments of the entire 50, third year student of Electrical Electronic Engineering Departments were examined using a rubric prepared by the researchers (founded on the ACRL information literacy standards). The study presented herein is limited to only one department in the university and may not be used for the purpose of generalisation. It was discovered through the findings that students" information literacy level is quite low even in third year while the lecturers present an elevated impression of students" information literacy levels, rating them as excellent/advanced. The study recommends Quality Education in Developing Countries (QEDC)(2008) strategies and QEDC theory of change to serve as point of evaluation and genuine intervention in teaching and learning. The study also recommends regular information literacy education in-service programmes for the teaching staff to aid in enhancing their teaching capacity. The Nigerian Library Association (NLA) should work to develop an information literacy education policy and enforce it in Nigerian universities. The research unravels the status-quo of information literacy in the particular context and explicates the need for the ideal information literacy education. This paper fulfils the need to study the information literacy levels of undergraduates and the possible intervention programs.

show abstract

Faculty perceptions of students' information literacy skills competencies

Cited by 50 publications

References 29 publications

Learning from faculty voices on information literacy

Learning from faculty voices on information literacy

Measuring the application of information literacy skills after completion of a Certificate in Information Literacy

Lecturers’ perception of students’ information literacy skills versus students’ actual information literacy levels

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