Information Literacy Competency of LIS Students in SULSIT with a Special Focus on Intellectual Property

Todorova, Tania; Peteva, Irena

doi:10.1007/978-3-319-03919-0_82

Cited by 11 publications

(3 citation statements)

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“…Similar findings of the importance of copyright in the LIS curricula have been obtained in Canada (Dryden, 2010), Bulgaria (Todorova and Peteva, 2013), Africa (Burnett, 2013) or Qatar (Johnston and Williams, 2015).…”

Section: Conocimiento Sobre Temas De Derechos De Autor En Estudiantessupporting

confidence: 79%

Conocimiento sobre temas de Derechos de Autor en estudiantes de Biblioteconomía y Documentación

Arias-Coello

Simón-Martín

Duesa

et al. 2020

Rev. esp. doc. cient.

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El nivel de conocimiento en temas sobre Derechos de Autor en estudiantes de Biblioteconomía y Documentación fue estudiado por medio de una encuesta web como parte de un proyecto de investigación plurinacional. El estudio se centró en el conocimiento, opiniones y experiencias de los estudiantes en varios aspectos de la legislación sobre Derechos de Autor y Propiedad Intelectual, así como en su formación. Los resultados muestran que los estudiantes españoles están familiarizados con las leyes sobre Derechos de Autor, y aquéllas relacionadas a nivel internacional, así como en las licencias Creative Commons. Sin embargo, la mayoría de los encuestados mostraron escaso conocimiento en asuntos relacionados con la protección de derechos en el entorno digital o la problemática sobre Derechos de Autor a nivel internacional. Por tanto, existe la necesidad de mejorar la información y el conocimiento acerca de los temas relacionados con los Derechos de Autor en los curricula de los estudiantes de Biblioteconomía y Documentación, dado que los problemas sobre Derechos de Autor son actualmente una parte relevante de la experiencia de los profesionales de la información, y continuarán siéndolo en el futuro.

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Section: Conocimiento Sobre Temas De Derechos De Autor En Estudiantessupporting

confidence: 79%

Conocimiento sobre temas de Derechos de Autor en estudiantes de Biblioteconomía y Documentación

Arias-Coello

Simón-Martín

Duesa

et al. 2020

Rev. esp. doc. cient.

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“…30 Todorova and Peteva suggest the building of intellectual property competency as part of the information literacy of LIS students. 31 Rudzioniene revealed the current situation of LIS students' information literacy using the PIL survey. 32 Blumer et al implemented a case study on the evaluation of competencies in the field of LIS: "The biggest problems remain within the information need and information organization standards."…”

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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“…A few years ago, colleagues in Bulgaria initiated the multinational project/survey «Copyright Policies of Libraries and Other Cultural Institutions» (Todorova & Peteva, 2013). Norway was among the many countries which conducted this survey, and professionals in archives, museums and libraries identified serious gaps in their knowledge and awareness of copyright laws and issues (Gastinger & Landøy, 2015).…”

Section: Ane Landøymentioning

confidence: 99%

Four Passages to Information Use Related Phenomena in Bachelor Theses at the Finnish Universities of Applied Sciences

Kämäräinen¹,

Mönkkönen

Saarti

2019

Communications in Computer and Information Science

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This year the theme is information literacy and related phenomena in different arenas of people's everyday life. This is a research area whose body of studies is still quite limited. The presentations will increase our understanding of information literacy in terms of conceptual and methodological development and application in professional practice that aims to enhance learning, coaching, and teaching. They may inspire us towards novel approaches for getting hold of the phenomena in different everyday life environments and contexts. This year we had the total of 234 original initially submitted proposals, of which 180 were finally accepted for presentation and are thus included in this Book of Abstracts. The major part of the presentations is formed by papers, 98 in total. We have 38 presentations of best practices, seven workshops, 19 posters, 11 PechaKucha presentations, and three doctoral students' papers. We have three distinguished Keynote Speakers from the broad field of information sciences. Frans Mäyrä has investigated games and digital cultures for more than 20 years, Karen Fisher's research interests are in refugees' information behaviour and people's experiences of information in their everyday life, and Peter Bath is an expert of health informatics and sharing of information in online environments. Our Invited Speaker, Kristiina Kumpulainen from educational sciences, has studied young children's learning, development and wellbeing in formal education and beyond, as well as multiliteracies, dialogic learning, agency and identity, and teachers' professional development. All these 180 presentations of ECIL 2018 will provide us an opportunity to deepen our professional competence and widen our views of information literacy and related issues when the context is familiar to all of us, but the studies of these phenomena are rather rare.It is delightful to tell you that this year Finnish National Commission for UNESCO is a patron of ECIL along with IFLA's permanent patronage. ECIL's sponsors are the City of Oulu, the Finnish Library Association FLA, the Finnish Research Library Association, the AMKIT Universities of Applied Sciences Libraries in Finland, the Librarians' Foundation, and the Federation of Finnish Learned Societies. Furthermore, the Finnish Association for Information Studies is in charge of the Doctoral Forum that is organized with the support from the Finnish Association of Scholarly Publishing. Moreover, besides providing working hours, our Department of Information and Communication Studies has financially contributed in organizing ECIL 2018. We would like to thank all these bodies for their valuable support.Most of all, we are grateful to the initiators and pioneers of ECIL, Serap Kurbanoglu and Sonja Špiranec, for providing us this possibility to organize ECIL in Oulu. We also thank Joumana Boustany for her expertise with the finances and the conference management system, and Denis Kos for his support. In addition, ECIL would not take place without the Standing and Programme Committees' ...

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Information Literacy Competency of LIS Students in SULSIT with a Special Focus on Intellectual Property

Cited by 11 publications

References 1 publication

Conocimiento sobre temas de Derechos de Autor en estudiantes de Biblioteconomía y Documentación

Conocimiento sobre temas de Derechos de Autor en estudiantes de Biblioteconomía y Documentación

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

Four Passages to Information Use Related Phenomena in Bachelor Theses at the Finnish Universities of Applied Sciences

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