Information Literacy in the Age of Machines that Learn: Desiderata for Machines that Teach

Smith, Catherine L.; Matteson, Miriam L.

doi:10.1515/libri-2017-0025

Cited by 8 publications

(4 citation statements)

References 23 publications

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“…The coding schemas were then shared between the two researchers and discussed until agreement was reached. After the data were coded, we then looked for themes within and across the codes and examined and interpreted those themes to generate meaning from the data (Boyatzis, 1998) Whereas with most of the analysis the codes were developed inductively from the raw data, a portion of the data collected in the diaries were coded using an existing general framework of IL called the Fundamental Process Model (Smith & Matteson, 2018). This framework is an integrative, high level representation of the key concepts of IL.…”

Section: Methodsmentioning

confidence: 99%

Information literacy instruction in public libraries

Matteson

Gersch²

2020

JIL

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Extending from existing research on how public libraries offer information literacy (IL) instruction through classes or programs, the purpose of this research was to explore how public librarians provide IL instruction through individual interactions with patrons. US public librarians recorded their impressions of instructional interactions over a five-day period using an online diary instrument. Key findings were that public librarians incorporate a range of IL concepts in their interactions with patrons, across a wide variety of expressed information needs, with most of the instruction directed toward helping patrons plan their information tasks, access information, and judge information. Secondary themes showed that although librarians believed strongly in the value and importance of providing instruction, individual and situational factors presented barriers to effective instruction. This research contributes to an understanding of how IL instruction in public library settings differs from school and academic library settings and raises some questions around the need for instructional resources focused more specifically around the needs of the public library to facilitate effective instruction.

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Section: Methodsmentioning

confidence: 99%

Information literacy instruction in public libraries

Matteson

Gersch²

2020

JIL

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“…These were rejected because we found they aligned too closely with scholarly or academic work and were not a good match for the kinds of programming we observed in public libraries. Instead, we used a unifying framework of IL, named the Fundamental Process Model, which integrates the essential elements of IL into four functional areas: plan, access, judge, and communicate (Smith and Matteson, 2018). One or more of these four categories were assigned to any program or web guide determined to contain some IL-related content.…”

Section: Methodsmentioning

confidence: 99%

Unique or ubiquitous: information literacy instruction outside academia

Matteson

Gersch

2019

RSR

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Purpose: To investigate how U.S. public libraries offer information literacy (IL) instruction to their patrons. Design/methodology: A content analysis of eight library websites to determine 1) passive information literacy instruction and 2) active literacy instruction. Results: Library web guides offer passive information literacy instruction by highlighting resources patrons may wish to access to resolve information inquiries. Further, we found that a little less than 50% of library programming offers some IL instruction, the majority of which relates to helping patrons learn to use tools to create information products. Originality/value: Information literacy is the ability to recognize the need for information, to effectively find information to meet that need, and to use information for some purpose or goal. Academic, school, and public libraries believe that understanding and using information critically and effectively bring gains to an individual and to society. However, they diverge in how and why they engage in IL instruction. Our findings suggest that less than half of the libraries surveyed are providing active IL instruction, despite the recognition of the benefits IL provides.

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“…These terms are sometimes interchangeable, and the boundaries between them are not clear-cut. Different researchers choose an area of focus in their studies or narrow down the field to fit their context (Scherer and Siddiq 2019;Smith and Matteson 2018;Zinn, Stilwell, and Hoskins 2016). The current study focuses on digital literacy (DL), and the research aims to assess DL of English as a foreign language (EFL) university learners.…”

Section: Introductionmentioning

confidence: 99%

Digital Literacy of EFL Students: An Empirical Study in Vietnamese Universities

Nguyen

Habók

2021

Libri

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The current research investigates the digital literacy levels of 1661 English as a foreign language (EFL) learner at Vietnamese universities. We used an adapted questionnaire to assess students’ digital knowledge and their perceived skills, their attitudes toward the use of digital technologies, and the frequency of use of technology applications in English learning. The findings reveal that most Vietnamese students can access digital technologies at home and in their institutions. Furthermore, students achieve an adequate level of knowledge regarding digital literacy, and their technological skills range from low to average. Students’ attitudes toward technologies are positive, but they do not use technologies extensively when learning English. Comparisons show that males have better digital knowledge and skills than their female peers. Although female students are more aware of the digital integration benefits of learning than their male peers, males tend to use technologies more extensively than females. There are also discrepancies among different year groups. Seniors have the best digital knowledge, while freshmen possess the highest technical skill levels. Junior and senior students’ attitudes toward technology applications in English learning are more positive than those of freshmen and sophomores.

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Information Literacy in the Age of Machines that Learn: Desiderata for Machines that Teach

Cited by 8 publications

References 23 publications

Information literacy instruction in public libraries

Information literacy instruction in public libraries

Unique or ubiquitous: information literacy instruction outside academia

Digital Literacy of EFL Students: An Empirical Study in Vietnamese Universities

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