Information Behaviors and Information Literacy Skills of LIS Students: An International Perspective

Saunders, Laura; Kurbanoğlu, Serap; Boustany, Joumana; Doğan, Güleda; Becker, Peter; Blumer, Eliane; Chowdhury, Sudatta; Dobreva, Milena; Гендина, Н. И.; Grgić, Ivana Hebrang; Haddow, Gaby; Koltay, Tibor; Kortelainen, Terttu; Krakowska, Monika; Majid, Shaheen; Mezhova, Marina; Repanovici, Angela; Rudžionienė, Jurgita; Schneider, René; Terra, Ana Lúcia; Todorova, Tania

doi:10.12783/issn.2328-2967/56/s1/9

Cited by 19 publications

(28 citation statements)

References 24 publications

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“…The disparity between those who used Google (80%) and cited this Internet source (67%) suggest students plagiarized from Google more than from other frequently used sources. Saunders et al (2015) noted LIS students were less likely to use social networking sites among others as confirmed by the 10% in this study. The fluid and inconsistent citation formats of social media and its ease to trace could be factors in students' willingness and ability to cite, although usage was low compared to some other resources.…”

Section: Information Seeking Behaviorsupporting

confidence: 75%

“…And, ultimately, recognizing the need for the practice of identity performances and discourse acquisition-particularly as they are so influential in how we read each other-may help to create spaces in the university where outsiders can more easily become insiders without fear of punishment and without leaving behind identities that aren't aligned with values and understandings of higher education. (Valentine, 2006 p. 107) Library and Information Students Correlate with Cheating Saunders et al's (2015) quantitative research investigated the IL skills of LIS students in 18 countries. While plagiarism was not the primary focus, they found LIS students reported 'concern with determining what constitutes plagiarism and knowing when to cite sources' (p. 94).…”

Section: Ignorance or Intent?mentioning

confidence: 99%

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Handbook of Research on Academic Misconduct in Higher Education

Velliaris¹

2017

Advances in Higher Education and Professional Development

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Plagiarism among students at Higher Education Institutions (HEIs) remains of great concern to faculty and administrators globally, as well as in the English-speaking Caribbean. Although this Cheating Behavior (CB) has been examined in multiple disciplines, few studies have examined it from the viewpoint of Library and Information Science (LIS) students. This is an important lacuna given CB's link to workplace practices and the imminent role of LIS students as information disseminators and protectors of creators' intellectual property rights. Using an explanatory sequential mixed method approach, this small scale case study sought to acquire a better understanding of LIS students' understanding, awareness and knowledge of plagiarism. The views of first and third year undergraduates and postgraduates were analyzed and assessed. The results demonstrated the need for early pedagogical interventions on plagiarism, greater collaboration between faculty and the library, and LIS students' engagement into the Community of Practice (CoP) and profession of librarianship.

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Section: Information Seeking Behaviorsupporting

confidence: 75%

Section: Ignorance or Intent?mentioning

confidence: 99%

Handbook of Research on Academic Misconduct in Higher Education

Velliaris¹

2017

Advances in Higher Education and Professional Development

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“…Overarching Multiple-source comprehension and use (MSC) for an overview, see Rouet, 2006;Lawless et al, 2012;List and Alexander, 2017;Braasch et al, 2018 Information-problem solving using the Internet (IPS-I) Brand-Gruwel et al, 2009;Walraven et al, 2009;Goldman and Brand-Gruwel, 2018 Internet reading strategies/online search behavior and self-reported search strategies Salmerón et al, 2005;Zhang and Duke, 2008;Zhang et al, 2011;Pernice, 2017 "Sourcing" in MSC/use of source cues about author and meta-data, for credibility evaluation; proactive, repeated, and task-related sourcing Braten et al, 2018;Hahnel et al, 2019 (I) Online Information Acquisition (OIA) Higher education students' use of online information Head and Eisenberg, 2009;Samson, 2010;Maurer et al, 2018 Students' information needs and problems using online information and databases Walraven et al, 2008;Catalano, 2013;Sanders et al, 2015;Kohnen and Mertens, 2019 Heuristic and systematic information seeking strategies Chen and Chaiken, 1999;De Neys, 2006;Toplak et al, 2007;Evans and Stanovich, 2013;Gronchi and Giovannelli, 2018 Information foraging theory Pirolli and Card, 1999;Juvina and van Oostendorp, 2008 Interactive Information Retrieval/programming and designing search engines, static and dynamic websites, databases, etc. with a focus on user's interaction with them for an overview, see (Xie, 2008) (II) Critical Information Evaluation (CIE) Disinformation and misinformation classification and current examples (EU)/recent misinformation and disinformation phenomena (Karlova and Fisher, 2013;…”

Section: Critical Online Reasoning (Cor)mentioning

confidence: 99%

“…Digital literacy/media literacy, information literacy, and computer literacy Koltay, 2011;Bulger et al, 2014;Murray and Pérez, 2014;Sparks et al, 2016 Information literacy American Library Association, 2000; Kingsley et al, 2011;Taylor and Dalal, 2014;Sanders et al, 2015;Maurer et al, 2017;Podgornik et al, 2017;McMullin, 2018;Walton et al, 2020 ICT information and communication technology literacy Zylka et al, 2015 Media literacy Damico and Panos, 2018;Powers, 2019;Threadgill and Price, 2019 Further Relevant Assessment Frameworks (selection)…”

Section: Literaciesmentioning

confidence: 99%

Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence

Molerov

Zlatkin‐Troitschanskaia

Nagel

et al. 2020

Front. Educ.

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Critical evaluation skills when using online information are considered important in many research and education frameworks; critical thinking and information literacy are cited as key twenty-first century skills for students. Higher education may play a special role in promoting students' skills in critically evaluating (online) sources. Today, higher education students are more likely to use the Internet instead of offline sources such as textbooks when studying for exams. However, far from being a value-neutral, curated learning environment, the Internet poses various challenges, including a large amount of incomplete, contradictory, erroneous, and biased information. With low barriers to online publication, the responsibility to access, select, process, and use suitable relevant and trustworthy information rests with the (self-directed) learner. Despite the central importance of critically evaluating online information, its assessment in higher education is still an emerging field. In this paper, we present a newly developed theoretical-conceptual framework for Critical Online Reasoning (COR), situated in relation to prior approaches (“information problem-solving,” “multiple-source comprehension,” “web credibility,” “informal argumentation,” “critical thinking”), along with an evidence-centered assessment framework and its preliminary validation. In 2016, the Stanford History Education Group developed and validated the assessment of Civic Online Reasoning for the United States. At the college level, this assessment holistically measures students' web searches and evaluation of online information using open Internet searches and real websites. Our initial adaptation and validation indicated a need to further develop the construct and assessment framework for evaluating higher education students in Germany across disciplines over their course of studies. Based on our literature review and prior analyses, we classified COR abilities into three uniquely combined facets: (i) online information acquisition, (ii) critical information evaluation, and (iii) reasoning based on evidence, argumentation, and synthesis. We modeled COR ability from a behavior, content, process, and development perspective, specifying scoring rubrics in an evidence-centered design. Preliminary validation results from expert interviews and content analysis indicated that the assessment covers typical online media and challenges for higher education students in Germany and contains cues to tap modeled COR abilities. We close with a discussion of ongoing research and potentials for future development.

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“…Other studies have focused specifically on the information behavior of LIS students. Saunders et al (2015) studied LIS students in 18 countries and the results showed that LIS students are confident in their overall searching abilities, but they have a hard time getting started on research assignments, including defining and narrowing down topics. The students relied heavily on search engines, and expressed some concern about their ability to evaluate Web sources, determine plagiarism, and properly cite sources.…”

Section: Literature Reviewmentioning

confidence: 99%

LIS pre-professionals’ perspectives towards library user education: A comparative study between three universities in Greater China

Allard

Liu

et al. 2019

Journal of Librarianship and Information Science

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Although the perceptions of library user education of academic libraries has been studied in a general context, specific studies on perspective of library and information science students are relatively few, especially in the context of Asia. Filling this research gap is particularly important because it affects the experiential learning of these pre-professionals, and shapes future library user education directions. As such, this study aims at understanding and comparing the views and perceptions of library user education programs in Greater China from the perspective of library and information science students. A total number 305 questionnaire survey responses were collected from three different universities in Greater China, namely: The University of Hong Kong (HKU), National Taiwan Normal University (NTNU), and Peking University (PKU). Results from this survey study reveal high evaluations of library user education programs and library user education librarians as a whole, as well as possible ways for librarians to better promote such programs. Such ratings are attributed to findings from previous studies on why students choose librarianship as a career, as well as the importance of experiential learning embedded in the Library and Information Science programs at each university. Findings of this study also suggest that as pre-professionals (soon-to-be professional librarians), these student respondents recognize the values behind library user education as an important part of their overall learning practices. Results from this study will be useful in identifying how future library professionals in Greater China perceive library user education programs, and librarians – therefore potentially helping librarians improve the delivery of these services.

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Information Behaviors and Information Literacy Skills of LIS Students: An International Perspective

Cited by 19 publications

References 24 publications

Handbook of Research on Academic Misconduct in Higher Education

Handbook of Research on Academic Misconduct in Higher Education

Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence

LIS pre-professionals’ perspectives towards library user education: A comparative study between three universities in Greater China

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