Information Literacy at the Workplace: A Suggested Model for a Developing Country

Jinadu, Iliasu; Kaur, Kuldip

doi:10.1515/libri-2014-0006

Cited by 15 publications

(15 citation statements)

References 15 publications

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“…In contrast, Hall (2013) has reported on the differences between the skills expected of library employees, as mentioned in the job advertisement, versus the actual tasks undertaken upon being hired. Jinadu and Kaur (2014) have suggested an IL model for the workplace in developing countries.…”

Section: Related Workmentioning

confidence: 99%

Workplace information literacy skills

Ali¹,

Richardson

2018

ILS

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Purpose -The purpose of this study is to investigate the level of information literacy (IL) skills competency among university library professionals in Karachi, Pakistan, and to address areas of concern.Design/methodology/approach -An online survey was designed, using Google Forms, to collect data from 77 academic librarians working in 25 universities in Karachi, Pakistan. Questions covered 6 generic attributes: library systems, information resources, searching techniques, research support, information literacy, and generic / personal. Findings -The results indicate that the librarians who were surveyed had good IL skills in information searching and locating information resources. However, the average of all survey responses was 54.17 per cent, with 12 of the 24 competencies receiving scores of less than 50 per cent, thus indicating a generally overall low level of IL competency in the workplace.Research limitations/implications -As the study was limited to universities in Karachi, it would be useful to apply the same methodology to other administrative units within the country. Further research is indicated on the potential impact of gender on aspects such as level of IL skills and motivation to enhance workplace competencies.Practical implications -The authors have suggested a number of strategies, which would be applicable globally to any university library wishing to improve the IL skills competencies of its staff.Originality/value -There have been no previous published, non-discipline-specific, research studies on the IL skills competencies of academic librarians in Pakistan.

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Section: Related Workmentioning

confidence: 99%

Workplace information literacy skills

Ali¹,

Richardson

2018

ILS

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“…Obviously, from the perspective of an individual social media user, these developments require certain competencies on how to deal with information [11]. The established term for this is information literacy which contains, among others, the ability to assess the credibility of information and the reliability of sources [12]. Although a relatively large body of knowledge on information literacy exists, two gaps related to this topic can be identified.…”

Section: Introductionmentioning

confidence: 99%

Social Media Information Literacy – What Does It Mean and How Can We Measure It?

Bühler

Böckle

Pawlowski

et al. 2019

Lecture Notes in Computer Science

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In times of increasing importance of social media services, we have to rethink information literacy. One of the key assumptions of existing information literacy constructs is "static" information, meaning that information does not change. But compared to traditional and mostly unidirectional media services such as printed newspapers or television, this does not reflect the reality of a social media context. Here, information can be characterized as "dynamic", meaning that, for example, every user can easily modify information before sharing it (again). A measurement construct covering these novel aspects of information literacy is missing, so far. Thus, the main objective of this paper is to develop a rigor and updated construct to measure and quantify social media information literacy of an individual social media user. We selected a comprehensive construct development framework that guided us through the investigation, and which includes qualitative as well as quantitative analyses. The outcome is a theoretically grounded and empirically derived social media information literacy (SMIL) construct. The paper ends with a discussion of potential future research directions.

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“…There is a need to develop the research base and nurture knowledgeable LIS researchers if LIS is to be established as a discipline. The growth of IL research from educational base to workplace IL (Jinadu & Kiran, ) is evident, but there has not been a marked development in the IL assessment methodology. Hernon and Schwartz () in their editorial piece on “making connections” imply the need to draw linkage from a particular study to something of broader relevance, including the use of a methodology that is not common in LIS research.…”

Section: Resultsmentioning

confidence: 99%

Adaptation, translation, and validation of information literacy assessment instrument

Syazillah

Kaur

Chowdhury

2018

Asso for Info Science & Tech

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The assessment of information literacy (IL) at the school level is mainly dependent on the measurement tools developed by the Western world. These tools need to be efficiently adapted and in most cases translated to allow them to be utilized in other cultures, languages, and countries. To date, there have been no standard guidelines to adapt these tools; hence, the results may be cross‐culturally generalized to a certain extent. Furthermore, most data analyses produce generic outcomes without taking into account the ability of the students, including the difficulty of the test items. The present study proposes a systematic approach for context adaptation and language translation of the preexisting IL assessment tool known as TRAILS‐9 to be used in different languages and context, particularly a Malaysian public secondary school. This study further administers a less common psychometric approach, the Rasch analysis, to validate the adapted instrument. This technique produces a hierarchy of item difficulty within the assessment domain that enables the ability level of the students to be differentiated based on item difficulty. The recommended scale adaptation guidelines are able to reduce the misinterpretation of scores from instruments in multiple languages as well as contribute to parallel development of IL assessment among secondary school students from different populations.

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Information Literacy at the Workplace: A Suggested Model for a Developing Country

Cited by 15 publications

References 15 publications

Workplace information literacy skills

Workplace information literacy skills

Social Media Information Literacy – What Does It Mean and How Can We Measure It?

Adaptation, translation, and validation of information literacy assessment instrument

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