Literature on Information Literacy

Nisha, Nabila; Varghese, Rekha Rani

doi:10.14429/djlit.41.4.16405

Cited by 6 publications

(2 citation statements)

References 43 publications

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“…Since its introduction as a concept during the 1970s, scholarship on IL has flourished, particularly since the turn of the 21st century (Pinto et al, 2010). Previous surveys of the extant literature illustrated that the scope of IL scholarship is wide, covering theoretical and scientific studies of IL's conceptualisation, practice, and pedagogy across a range of academic disciplines, learning contexts, and communities (Bruce, 2000;Nisha, & Varghese, 2021;Pinto et al, 2010;Rader, 2002;Virkus, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

Approaches to information literacy conceptualisation in primary, secondary, and higher education contexts

Taylor¹,

DiGiacomo²

2023

JIL

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The information landscape of the 21st century demands that students are prepared to be responsible information users and creators, which requires information literacy (IL) proficiency. Underlying conceptualisations of IL influence instructional practices and students’ learning of these skills within primary, secondary, and higher education contexts. Responsive to the variation in approaches to conceptualisations of IL in the digital age, this article examines contemporary scholarly articles that conceptualise IL in these formal learning environments. Through a qualitative systematic literature review, 38 articles were examined with an inductive analytical method to understand how current conceptualisations of IL are approached within these educational settings. Analysis of results yielded five primary approaches to IL conceptualisation: (1) developing contextual frameworks, (2) comparing recognised models, (3) evaluating stakeholders’ perceptions, (4) considering academic disciplines’ information principles, and (5) advocating for information practice to inform frameworks. Collectively, this study points to an evident but necessary dynamism of IL conceptualisation.

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Section: Literature Reviewmentioning

confidence: 99%

Approaches to information literacy conceptualisation in primary, secondary, and higher education contexts

Taylor¹,

DiGiacomo²

2023

JIL

View full text Add to dashboard Cite

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“…Mastering these skills makes one understand information and use it comprehensively (Bapte, 2019). Information literacy is the only solution to reduce the digital divide between information-rich and information-poor people (Nisha & Varghese, 2021). While information literacy is known as essential for individuals, information literacy is also significant to students' success in the current society (Fosnacht, 2017;Wu et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Prospective Science Teachers' Information Literacy and Scientific Argumentation Skills in Online Learning During COVID-19 Pandemic

Hidayati

Dasna

Munzil

et al. 2023

JPII

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This study aims to analyze prospective science teachers’ information literacy and scientific argumentation skills and their correlations in online learning during the COVID-19 pandemic. This survey research with a cross-sectional design involved 342 students from a state university in Surabaya. The survey was given online to all respondents with a response rate of 77%, consisting of 23 men and 241 women. The information literacy skill instrument was adapted from the eight indicators of the empowering eight model and declared valid. Indicators include the ability to identify, explore, select, organize, create, present, access input, and use information. The argumentation skills instrument consists of four indicators: the ability to identify claims and their qualifications, identify types of data and their quality, identify reasons and quality, and identify objections and counter-arguments. In contrast to the results of previous studies in this study, prospective teachers’ information literacy obtains an average of 83% in a good category. Based on the correct answers to the four indicators, the argumentation skills used obtained an average score of more than 50% on the less and very poor criteria. Based on the SPSS one-tailed correlation test, a correlation coefficient of 0.103 is obtained with very low criteria. This study concludes that students’ information literacy skills are in line with their argumentation skills but in very little correlation.

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Czech and Slovak intended curricula in science subjects and mathematics: a comparative study

Kácovský,

Jedličková,

Kuba

et al. 2023

International Journal of Science Education

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Literature on Information Literacy

Cited by 6 publications

References 43 publications

Approaches to information literacy conceptualisation in primary, secondary, and higher education contexts

Approaches to information literacy conceptualisation in primary, secondary, and higher education contexts

Prospective Science Teachers' Information Literacy and Scientific Argumentation Skills in Online Learning During COVID-19 Pandemic

Czech and Slovak intended curricula in science subjects and mathematics: a comparative study

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