Library instruction and information literacy 2013

Detmering, Robert; Johnson, Anna Marie; Sproles, Claudene; McClellan, Samantha; Linares, Rosalinda Hernandez

doi:10.1108/rsr-07-2014-0028

Cited by 4 publications

(4 citation statements)

References 44 publications

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“…Depuis, le poids de l'information literacy dans la recherche en anglais s'est confirmé. Ainsi, Detmering, Johnson, Sproles, McClellan et Linares (2014) La famille nombreuse des « nouvelles littératies ». Sans être tout à fait exhaustif, on présentera ici, de façon chronologique, un certain nombre de modèles littéraciques proposés depuis la fin des années 1960 et régulièrement cités (Livingstone, 2004 ;Buckingham, 2007 ;Mackey et al, 2011 ;.…”

Section: Les Littératies : De Nombreuses Appellations Pour Un Même Counclassified

Quelles pensée critique et métalittératie des futur·es enseignant·es à l’heure des fausses nouvelles sur le Web social ? Une étude de cas collective en francophonie / What critical thinking and metaliteracy of preservice teachers in an era of fake news on the social web? A collective case study in French-speaking nations

Michelot¹

2021

Preprint

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This collective case study focuses on critical thinking and literacies (informational, digital, media, etc.), understood with the concept of metaliteracy, for students beginning higher education and destined to be secondary school history teachers. The objective is to present a portrait of critical thinking and metaliteracy among these preservice teachers from the French-speaking world, in an era of social networks. The background of the research includes an increasing number of fake- news and conspiracy theories with proven socio-political and health impacts in election or pandemic contexts. We studied students from Wallonia (Belgium), France and Québec (Canada), especially because of these nation’s approach to train preservice teachers (vocational training vs disciplinary training).To conduct this project, several specific objectives were formulated. These were: i) to analyse the metric quality of French-version tests quantifying critical thinking skills and dispositions as well as metaliteracy self-efficacy; ii) to describe preservice teacher scores in critical thinking, particularly in respect with environmental (type of training, country of study, employment) and personal (self-efficacy in critical thinking and metaliteracy, belief in the likelihood of becoming teacher) factors; iii) to discriminate between critical thinking and metaliteracy strategies used by preservice teacher in Wallonia, France and Quebec when navigating in a social media (here Facebook) used as digital personal learning environment (PLE) with respect to the type of training and some environmental (perception of the educational and digital environment) and personal (self-efficacy) factors. A last specific objective, transversal to the first three, consisted in iv) engaging socio-cultural factors and taking into account the educational path, in perceptions and practices related to metaliteracy and critical thinking, in the social web era. This thesis follows a presentation by article; each one of them is related to one of the first three objectives, the fourth objective is thus discussed in a transversal way.Carried on five establishments (two in Wallonia, one in France and two in Quebec), this research is based on a two-phase mixed methodology. The quantitative phase involved three tests conducted on 245 preservice teachers (N = 245). During the second phase, the qualitative one, 32 students (n = 32, selected among the 245 participants) were interviewed, particularly to describe knownstrategies to evaluate information. In addition, we observed practices and strategies mobilized by nine of them (n = 9) to evaluate information from documentaries and discuss it on a social media.The first article illustrates the complexity of critical thinking measurements but demonstrates the psychometric robustness of the French version of the Halpern Critical Thinking Assessment test, a test for scoring critical thinking skills. Furthermore, we postulate that critical thinking self- efficacy, significant predictor of skills, should be considered as a disposition to critical thinking. We have also developed an indicator measuring self-efficacy in terms of metaliteracy. In a second article, we tried to define the best predictors of critical thinking skills scores. A linear model (including country of study, type of training, employment as well as self-efficacy in critical thinking and metaliteracy) is statistically significant although with limited predictive capability. However, strategies and practices described in the third article and observed in real-life context show only minimal differences between used strategies: it seems that students following a vocational training would more likely mobilize metacognitive and self-critical strategies when their counterparts in disciplinary training use more criterion-referenced strategies.The research highlights the positive role of relationship to current and prospective employment of preservice teachers in defining critical thinking skills and dispositions, combined with specific strategies for dealing with information. The results support the increase of preservice teacher training integration into educational practice and suggests the support of career planning to develop critical thinking skills. Strength and limitations of the research are discussed and several recommendations are offered for research project and educational system, in terms of educational policy and school practices.

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Section: Les Littératies : De Nombreuses Appellations Pour Un Même Counclassified

Quelles pensée critique et métalittératie des futur·es enseignant·es à l’heure des fausses nouvelles sur le Web social ? Une étude de cas collective en francophonie / What critical thinking and metaliteracy of preservice teachers in an era of fake news on the social web? A collective case study in French-speaking nations

Michelot¹

2021

Preprint

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“…It is also encouraging seeing that certain novel approaches, like the introduction of motivational design with instructional design into IL instruction, having the potential to enhance instructional significance, knowledge retention and learning application (Hess, 2015). Ideating and introducing new interventions, monitoring and assessing their effectiveness, and keeping abreast of such developments (such as reference to regular annotated library IL instructions and resources (Detmering et al , 2014)) remains critical if we want to make and evolve IL education to tailor to the information age mindsets and practices of our students.…”

Section: Discussionmentioning

confidence: 99%

Assessing information literacy skills among young information age students in Singapore

Foo

Majid

Chang

2017

AJIM

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Purpose The purpose of this paper is to assess knowledge of Singapore Grade 5 (11 years old) students’ understanding and proficiency in basic information literacy (IL) skills of defining information tasks, selecting information sources, seeking information from sources and synthesising and using information. Design/methodology/approach A 38-item multiple-choice question assessment instrument was used to assess the students’ IL skills based on the i-Competent IL model. The instrument first developed in 2010 was refined and expanded to increase the robustness and accuracy of assessment for the study. It was administered to 17 primary schools in Singapore in November 2015. The maximum possible score of 54 was scaled up to 100 to report the overall mean score for ease of reference and comparison. A total of 2,399 returns were obtained and analysed using Statistical Package for the Social Sciences 22.0 to compute the mean scores, IL stage-level scores. The study also investigated for any significant differences in performance between male and female students, and students with or without access to the internet at home. Findings The students achieved an overall mean score of 53.39 which is below a recommended acceptable score of 60 or 70 advocated in a number of past studies. The two worst performing areas of IL skills were synthesising and using information and seeking information from sources with mean scores of 45.89 and 48.81, respectively. A review of the highest number of incorrect answers suggests that students had difficulty in identifying key information from an information task narrative, understanding the use of reference sources and role of librarians, distinguishing between a fact and opinion, and adopting the best strategy for searching. Girls outperformed boys with an overall mean score of 55.38 vs 51.50. Students with internet access at home fared better than those without access to it with a score of 53.67 vs 45.81. The overall poor results of the survey suggest an urgent need to review the IL education landscape in the Singapore school system, revisit polices, priorities and assess the relevance and effectiveness of the IL curriculum, practical hands-on classes, and interventions that are currently employed in schools. Practical implications The study helped identify areas of IL skills strengths and weakness among Grade 5 students in Singapore schools. It provides recommendations for follow up actions for education authority and schools to improve the situation. Originality/value This study was prompted to provide an assessment after a national IL initiative was launched in 2012 to inculcate IL skills among the school-going children as part of creating a value-driven education system. This is the first reported set of findings for a large-scale survey conducted to measure and ascertain the IL skills level among Grade 5 students.

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“…This article adds to the substantial body of literature in the research areas of IL instruction in academic libraries (Detmering, Johnson, Sproles, McClellan, & Linares, 2014). In particular, the researchers cite considerable evidence supporting their application of active learning and multiple instructional sessions as a substitute for the "one-shot" instruction.…”

Section: Commentarymentioning

confidence: 97%

Multiple Sessions for Information Literacy Instruction are Associated with Improvement in Students’ Research Abilities and Confidence

Wadson

2017

EBLIP

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the terms of the Creative CommonsAttribution-Noncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-ncsa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -To evaluate the impact of providing multiple information literacy (IL) sessions, instead of a single "one-shot" session, to students in face-to-face and online English courses.Design -Non-experimental, using pre-test and post-test surveys for one group, and only a post-test survey for the other group.Setting -A small community college in North Carolina, United States of America.

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Library instruction and information literacy 2013

Cited by 4 publications

References 44 publications

Assessing information literacy skills among young information age students in Singapore

Multiple Sessions for Information Literacy Instruction are Associated with Improvement in Students’ Research Abilities and Confidence

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