Longitudinal update:

Hristova, Mariela; Miree, Cynthia

doi:10.11645/7.2.1845

Cited by 3 publications

(3 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As a conclusion, the authors showed that students are not developing critical thinking for problem solving (Skipton, Bail, 2014). In order to overcome these difficulties, Hristova and Miree (Hristova, Miree, 2013) explain that exposing students very early to business information literacy is essential for learning in the paper "Longitudinal update: Business information literacy teaching at different academic levels".…”

Section: Resultsmentioning

confidence: 99%

From Business Information Literacy to Decision-Making, Problem Solving and Innovation

2021

International Journal of Media and Information Literacy

View full text Add to dashboard Cite

In the international literature, business information literacy refers to information literacy in the business context. Most of the research in this field focuses on university libraries, thus there is a gap in the literature with respect to business information literacy in industry and competitive organizations. The purpose of this paper is to investigate the state of the art about business information literacy, and it aims to identify how researchers have studied business information literacy in businesses. The method is a systematic literature review in international scientific databases. After the analysis of the systematic literature protocol, we included 26 papers that discuss business information literacy. These papers show that business information literacy research focuses on business management libraries and related fields. This paper concludes that libraries contribute to business management curricula, and students can develop critical thinking and lifelong learning. Similarly, members of business organizations can use business information literacy to develop critical thinking for decision-making and problem-solving.

show abstract

Section: Resultsmentioning

confidence: 99%

From Business Information Literacy to Decision-Making, Problem Solving and Innovation

2021

International Journal of Media and Information Literacy

View full text Add to dashboard Cite

show abstract

“…Pre/post-tests are often used to study students' confidence levels or their perceptions of the impact of an information literacy intervention (Chen, 2012;Ferrer-Vincent et al, 2015;Freeman & Lynd-Balta, 2010), as well as their information literacy knowledge or skills. Several researchers tested students' perceptions of their information literacy capabilities, as well as their performance on a pre/posttest assessment before, immediately after, and at a fixed time following an information literacy intervention, in order to determine if information literacy instruction (course-based or by teacherdemand) has a lasting effect on students later in their academic programs (Fuselier & Nelson, 2011;Bruehl et al, 2015;Gunn & Miree, 2012;Hristova & Miree, 2013).…”

Section: Information Literacy Assessment and Longitudinal Studiesmentioning

confidence: 99%

“…Additionally, student participation was voluntary, which may have resulted in unintentional sampling error. In their follow-up longitudinal study, which did not track students' individual performance, the authors compared groups against one another, in order to determine students' knowledge retention over the course of a business program (Hristova and Miree, 2013). Our study assesses students at the individual level, allowing for a nuanced view of the way in which students retain information literacy knowledge and skills over time.…”

Section: Information Literacy Assessment In Business Disciplinesmentioning

confidence: 99%

Use It or Lose It? A Longitudinal Performance Assessment of Undergraduate Business Students' Information Literacy

Stonebraker

Fundator

2016

The Journal of Academic Librarianship

View full text Add to dashboard Cite

At a large, public, Midwestern, American university, business librarians teach a required, one-credit information literacy course geared towards lower-division students in the school of management. In order to determine the lasting effects of the course, a longitudinal study of individual students' performance on three pre/post-test surveys was conducted across a set of management courses. The first course, a required information literacy class, was generally taken in the lower-division. The second course, a career strategies course, is generally taken after the first information literacy class. Students who took both required courses displayed greater information literacy knowledge and skills than students who took only the second course.Students retained the information uniformly over time, as time between the two courses did not yield a significant difference in scores. These findings show information literacy courses have a lasting impact on lower-division students as they progress through a college program.

show abstract

Twenty Years of Business Information Literacy Research: A Scoping Review

Houlihan

Click

Wiley

2020

EBLIP

View full text Add to dashboard Cite

Objective – This study analyzes and synthesizes the business information literacy (BIL) literature, with a focus on trends in publication type, study design, research topic, and recommendations for practice. Methods – The scoping review method was used to build a dataset of 135 journal articles and conference papers. The following databases were searched for relevant literature published between 2000 and 2019: Library and Information Science Source, Science Direct, ProQuest Central, Project Muse, and the Ticker journal site. Included items were published in peer reviewed journals or conference proceedings and focused on academic libraries. Items about public or school libraries were excluded, as were items published in trade publications. A cited reference search was conducted for each publication in the review dataset. Results – Surveys were, by far, the most common research method in the BIL literature. Themes related to collaboration were prevalent, and a large number of publications had multiple authors or were about collaborative efforts to teach BIL. Many of the recommendations for practice from the literature were related to collaboration as well; recommendations related to teaching methods and strategies were also common. Adoption of the Framework for Information Literacy for Higher Education in BIL appears slow, and the citations have decreased steadily since 2016. The majority of the most impactful BIL articles, as measured by citation counts, presented original research. Conclusions – This study synthesizes two decades of literature and contributes to the evidence based library and information science literature. The findings of this scoping review illustrate the importance of collaboration, interest in teaching methods and strategies, appreciation for practical application literature, and hesitation about the Framework.

show abstract

Longitudinal update:

Cited by 3 publications

References 1 publication

From Business Information Literacy to Decision-Making, Problem Solving and Innovation

From Business Information Literacy to Decision-Making, Problem Solving and Innovation

Use It or Lose It? A Longitudinal Performance Assessment of Undergraduate Business Students' Information Literacy

Twenty Years of Business Information Literacy Research: A Scoping Review

Contact Info

Product

Resources

About