Information Dissemination and Library Instruction in Psychology Revisited

Thaxton, Lyn

doi:10.1300/j103v21n01_01

Cited by 13 publications

(8 citation statements)

References 10 publications

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“…Interviews with a limited sample of faculty members suggest that students' abilities to identify and evaluate information critically may be overestimated. 23 McKinney et al published a study where a number of evaluation instruments (questionnaire, information literacy competency test, focus group, and student reflective work) were used to examine staff and student perceptions. 24 However, contrary to that observed in the area of social sciences, literature relating to IL self-assessment in the LIS domain provides fewer studies.…”

mentioning

confidence: 99%

Exploring LIS Students’ Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

Printo¹,

Pascual²

2017

CRL

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Understanding perceptions of Library and Information Science (LIS) students on two dimensions-belief in the importance (BIM) of a set of core information competencies, and Self-Efficacy (SE)-is pursued. Factor analysis implementation raises a clear distinction between BIM and SE results. This analysis points to two sets of competencies: principal competencies reflected the most positive insights from students, while the secondary ones were the most weakly perceived and consequently the most in need of encouragement. This is one of the few studies on the subjective profile of LIS students, including improvement initiatives relating to the weakest competencies.here is no doubt that all developed countries are in need of increasing Information Literacy (IL) awareness of their citizens on the vital importance of this issue. In the case of a special kind of citizen-the students (undergraduates and graduates) of Library and Information Science (LIS)-their state of awareness on IL ought to be even more important, as skills and capabilities within IL are key requirements for their future professional practice. Closely related to LIS students' awareness, two kinds of perceptions are key: belief in the importance of such competencies, and Self-Efficacy. The significance of these perceptions is evident, as they influence students' attitudes and behaviors. The belief in importance (BIM) concept, which some educators identify with the idea of motivation, refers to the rating of the importance of certain competencies on the part of students. Self-Efficacy (SE) seems to be a more sophisticated idea, often defined as people's beliefs about their capabilities to produce the designated levels of performance. SE determines how people feel, think, motivate themselves, and behave. Such beliefs produce these diverse effects through four major processes: cognitive, motivational, affective, and selection.1 Information literacy self-efficacy and academic motivation, one could argue, both play important roles in student academic development.2 There is a third dimension, of a qualitative nature, which also affects students' awareness, which arises from the student's preferred choice of learning sources (LS). Four sources of learning have been examined in this study: classroom, library, specific courses, and self-learning. Although students actually resort to all these sources, we hope to ascertain to what extent each of them is used, as this will help to form a profile of the students' IL behavior.

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mentioning

confidence: 99%

Exploring LIS Students’ Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

Printo¹,

Pascual²

2017

CRL

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“…Además, proponen sesiones de formación para mejorar las estrategias de búsqueda orientadas a la investigación y como instrumento de evaluación utilizan un pre y postest para medir los resultados. Thaxton (2002) destaca la importancia que tiene en los estudios de Psicología las competencias informacionales. En un estudio exploratorio, Anales de Documentación, 2012, vol.…”

Section: Revisión De La Literaturaunclassified

“…Un ejemplo claro es el de la Universidad de Georgia State (GSU), que considera ALFIN como una necesidad para la formación de los estudiantes de esta especialidad. Thaxton (2002) y Thaxton, Faccioli y Page (2004) hablan de la realización de cursos específicos, centrados en aspectos relacionados con la búsqueda, organización, evaluación y difusión de la información en Psicología. Paglia y Donahue (2003), aluden a la integración de las competencias informacionales en los planes de estudio de Psicología en la Universidad de New Hampshire.…”

Section: Revisión De La Literaturaunclassified

Autoevaluación de la competencia informacional en los estudios de Psicología desde la percepción del estudiante.

Molina

Valdeiglesias

2012

An. Documentación

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Teniendo como referencia la implantación del Espacio Europeo de Educación Superior, se aborda la autoevaluación de las competencias informacionales por parte de los estudiantes universitarios de Psicología.Se utiliza como instrumento de diagnóstico el cuestionario IL-HUMASS, que centra su atención en estas cuatro dimensiones clave: búsqueda, evaluación, procesamiento y comunicación-difusión de la información y desde un triple enfoque: importancia, autoeficacia y hábitos de aprendizaje. Se presentan los resultados obtenidos destacando cuáles son las competencias que mejor y peor valoran los estudiantes según los cursos y las que consideran que tienen mayor competencia, así como cuales son las que más dificultades tienen en su comprensión y puesta en práctica. Como conclusiones se ofrece una propuesta de intervención que ayude a mejorar las debilidades detectadas en su competencia informacional.

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“…University of Minnesota researchers (Marcus, Lougee, and McCready 2006) found that the science faculty at their institution claimed to rely on their graduate students to keep them current, but the graduate students worried they were missing things. Similarly, Thaxton (2002) advocates that information literacy training is important for graduate students because faculty supervisors may misjudge the ability of their graduate students to retrieve and evaluate information. Unfortunately, it appears that neither graduate students nor faculty are learning these skills from librarians.…”

Section: Theme 3: Information Literacy Instructionmentioning

confidence: 99%

Information Literacy and Research-Intensive Graduate Students: Enhancing the Role of Research Librarians

Harrington

2009

Behavioral & Social Sciences Librarian

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This article investigates how psychology graduate students find information for coursework and research, who teaches them how to find it, and whether differences emerge over the course of their graduate careers. Findings indicate that these graduate students are comfortable using campus libraries, prefer electronic resources, ask supervisors when they need assistance locating information, and have some interest in furthering their information literacy knowledge. Finally, the master's students use different information management skills than do the PhD students, as evidenced by the use of bibliographic management software. Suggestions for furthering the role of research librarians focus on being more proactive, rather than expecting students to come to librarians for assistance. KEYWORDS information literacy, graduate students, research librarianInformation literacy is an integral component of the quest for knowledge. It includes developing a critical disposition and practical use of information technology and resources, whether in a print or electronic format. The American Library Association equates information literacy with the ability to access information effectively and efficiently, to evaluate information critically and comprehensively, and to use information accurately and creatively (ALA 1998). Thus, it has always been a critical component of life as an academic researcher. In this article, the author focuses on the information literacy skills of research-intensive graduate students, and the role of research librarians in cultivating it. M. R. HarringtonCurrently, the trend in Canada, including the province of Ontario, 1 is an ever-increasing graduate student enrollment in professional and research programs. Given this trend, it is essential that graduate students are proficient in finding, organizing, and storing information, not only for completion of their degree requirements, but also to succeed in securing future employment and research grants when competing with the increasing pool of qualified applicants. Librarians and library services can support this success by ensuring graduate students are information literate.Although there is a substantial amount of research addressing information literacy and undergraduate students (Liu 2005; Lampert 2005), it is lacking for graduate students. For successful thesis work, supplemental research projects, and the eventual attainment of a faculty position, there is a need for graduate students to be comprehensive and up to date in searching the current state of the literature (Barry 1997). The development of sophisticated information literacy skills can aid them in this process. Thus, it is important that research-intensive students gain information literacy skills as they progress through their graduate career so that they can optimally access the library resources that they require for their work. Recently, a needs assessment was conducted for graduate students in the Faculties of Engineering, Health Science, Medicine and Dentistry, and Science at the Unive...

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Information Dissemination and Library Instruction in Psychology Revisited

Cited by 13 publications

References 10 publications

Exploring LIS Students’ Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

Exploring LIS Students’ Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

Autoevaluación de la competencia informacional en los estudios de Psicología desde la percepción del estudiante.

Information Literacy and Research-Intensive Graduate Students: Enhancing the Role of Research Librarians

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