Information Literacy

Lau, Jesús

doi:10.1515/9783598440946

Cited by 35 publications

(16 citation statements)

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“…Lau (2006) defined information literacy (IL) as information competencies that involve the capacity to identify when information is needed, and the skill to locate, evaluate and use information effectively. Most times, students in higher educational institutions (HEIs) often acquire their information needs through the use of electronic resources, and this depends on the level of proficiency on their skills.…”

Section: Introductionmentioning

confidence: 99%

ICT literacy skills proficiency and experience on the use of electronic resources amongst undergraduate students in selected Eastern Cape Universities, South Africa

Olatoye

Nekhwevha

Muchaonyerwa

2021

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PurposeThe purpose of this paper is to investigate the levels of information and communication technology (ICT) literacy proficiency and experiences amongst Universities of Fort Hare and Rhodes undergraduate students, on the utilization of electronic resources amongst South Africa.Design/methodology/approachThis research comprised of undergraduate students from the Universities of Fort Hare and Rhodes, who registered for a three- or four-year study. The study implemented the stratified random sampling procedure. The study’s sample size was proportionally distributed amongst all the faculties common to both universities. The mixed method was applied in the study. Of the 377 administered copies of the questionnaire, 285 were returned, of which 266 were deemed useable, thereby generating a 70.6% response rate. The results were analysed using the SPSS version 26.FindingsFindings revealed that there is underutilization of electronic resources by the undergraduate respondents due to their low level of ICT proficiency and experience.Originality/valueThis original research article investigated the influence of ICT literacy skills proficiency and experience on the use of electronic resources amongst undergraduate students in selected Eastern Cape Universities, South Africa.

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Section: Introductionmentioning

confidence: 99%

ICT literacy skills proficiency and experience on the use of electronic resources amongst undergraduate students in selected Eastern Cape Universities, South Africa

Olatoye

Nekhwevha

Muchaonyerwa

2021

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“…The central concepts used in this study were IL [10][11], DL [12][13], and NL [14][15]. These concepts were used to make a distinction of different skills involved in this research and were also grouped under the umbrella term literacies, which is highlights the presence of the three concepts at the same time and in different circumstances where it is applicable.…”

Section: Main Concepts and Theoriesmentioning

confidence: 99%

“…DORIS also contained five stages but they were not named after the main activities conducted as in round one, instead, they were more clearly defined and its main stages were named after the core IL skills: access, use, and evaluation [11].…”

Section: Data Collectionmentioning

confidence: 99%

Learning with Social Media: An Information Literacy Driven and Technologically Mediated Experience

Machin-Mastromatteo

2015

Communications in Computer and Information Science

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This paper summarizes the theories, methods, and results of a doctoral research that integrated social media (SM) in a learning experience for students and explored the roles that information literacy, digital literacy, and new literacies played in such a learning experience. Participatory action research was the methodological approach used for two rounds of data collection, resulting in the development of the research framework 'Doing Online Relearning through Information Skills' (DORIS). The data collection methods used included students' reports, diagnostic, and final questionnaires; and semistructured interviews. Data analysis relied on content analysis, open coding, and constant comparative analysis. This paper provides a summary of the discussion leading to the answers to the research questions, including topics such as issues and challenges of using SM for learning; participants learning experiences in such a technologically mediated environment, their engagement and the mutual shaping of SM, learning experiences, and literacies.Keywords: Social media, higher education, teaching, learning, participatory action research, information literacy 1 Introduction This paper is framed within a doctoral research that integrated social media (SM) in a learning experience for students and explored the roles that information literacy (IL), digital literacy (DL), and new literacies (NL) play in such a learning experience. This research assumed a mutual shaping perspective regarding its three main elements (learning, literacies and SM), thus opposing the perspective of technological determinism [1][2]. This stance allows gaining a better understanding about the role of technology in students' learning experiences and also for exploring how these experiences may affect the way technology is implemented into learning contexts.The main learning theories supporting this research are: constructivist [3] and problem based learning [4]; the three dimensions of learning (cognitive, social, and emotional) [5]; and the theory of affinity spaces [6]. The methodological approach used was participatory action research (PAR) [7][8][9], which is cyclical in nature [9]. Thus, two rounds of data collection were completed for this study, a first empirical study was conducted and as the methodology was revised, improved and enhanced, it resulted in the development of the research and methodological framework, 'Doing Online Relearning through Information Skills' (DORIS). 329This paper is structured in four main sections; section 2 summarizes the main concepts and theories of this research. Section 3 details the methodology used for both rounds of data collection, as well as the methods for the analysis of the data collected. Section 4 provides a summary of the answers to the research questions and discusses the contributions of this research. Main Concepts and TheoriesThe central concepts used in this study were IL [10][11], DL [12][13], and NL [14][15]. These concepts were used to make a distinction of different skills involved i...

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“…Moreover, following PAR, teachers and practitioners are capable of generating personal theories by systematically studying their own practice [6]. The most important concepts used in this study are information literacy [7], [8], [9], digital literacy [10], [11], and new literacies [12], [13], [14]. The importance to make this distinction rather than adopting a multiliteracies approach lies in the fact that in an exploratory study data needs to be gathered on the challenges posed to the participants by different kinds of skills.…”

Section: Epistemological Assumptions Main Concepts and Theoriesmentioning

confidence: 99%

Doing Online Relearning through Information Skills (DORIS): A Mutual Shaping Perspective for Information Literacy Research and Practice

Machin-Mastromatteo

Virkus

2013

Communications in Computer and Information Science

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Abstract. This paper is part of a doctoral research study about the integration of social media in a learning experience and the roles that information literacy, digital literacy, and new literacies may play in such integration. A pilot study was conducted and the final empirical study took place in April 2013. The methodological approach used is participatory action research (PAR) and following its logic as well as the results of the pilot study, the research and methodological framework labeled as 'Doing Online Relearning through Information Skills' (DORIS) was developed. This framework comprises a series of learning interventions, activities, and assignments. This paper provides early data analysis focusing on: a) its particular epistemological assumptions and supporting theories, b) the overall mutual shaping perspective assumed, and c) some of the possible contributions such study can offer to information literacy research and practice.

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Information Literacy

Cited by 35 publications

References 0 publications

ICT literacy skills proficiency and experience on the use of electronic resources amongst undergraduate students in selected Eastern Cape Universities, South Africa

ICT literacy skills proficiency and experience on the use of electronic resources amongst undergraduate students in selected Eastern Cape Universities, South Africa

Learning with Social Media: An Information Literacy Driven and Technologically Mediated Experience

Doing Online Relearning through Information Skills (DORIS): A Mutual Shaping Perspective for Information Literacy Research and Practice

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