Measuring the application of information literacy skills after completion of a Certificate in Information Literacy

Lockhart, Janine

doi:10.7553/81-2-1567

Cited by 5 publications

(4 citation statements)

References 20 publications

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“…3.2 Evaluation of librarians as teachers of information literacy Murtha et al (2006) contend that there are three types of assessing librarians as teachers, namely, prescriptive or diagnostic assessment used to determine the level of competency of librarians as teachers; formative assessment that is used to provide feedback to librarians as teachers about their teaching abilities to assist them improve; and summative assessment which is used to provide administrative support about teaching abilities and competency of librarians. Assessment methods that are used to evaluate the performance of librarians as teachers include interviews, personal reflections, observations, portfolios of evidence, measurements of students' outcomes, competency tests, students' evaluation surveys, peer reviews and citation analysis (Murtha et al, 2006;Lockhart, 2016). The majority of studies on students' evaluation of librarians in teaching IL emanate from the USA.…”

Section: Librarians As Teachers Of Information Literacymentioning

confidence: 99%

“…They require a deliberate effort of teaching and learning. IL requires effective teachers who are able to transfer their knowledge to different user groups (Lockhart, 2016). Librarians play a critical role in the provision of IL at many universities in South Africa (Mugwisi, 2015; Moyo and Mavodza, 2016; Davids and Omar, 2018; Noll and Brown, 2018) and other countries (Chang and Wu, 2012; Kanguha, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Students’ perceptions of librarians as teachers of information literacy at a large African university

Bangani

Mashiyane

Moyo

et al. 2020

GKMC

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Purpose The purpose of this study is to determine the students’ perceptions of librarians as teachers of information literacy at the North-West University in South Africa. Design/methodology/approach The study used a survey research method in which online questionnaires were used to gather data from students who would have attended information literacy classes. Findings Students found librarians to be effective teachers of information literacy, and they found the subject to be very useful. However, some of the surveyed students felt that a lot of the subject was presented in a short period, which could easily result in exhaustion and information overload. The use of local or vernacular languages was also indicated as an area requiring the librarians’ attention for the teachers to be more effective. Practical implications The results of this study support the assessment of librarians as teachers by students to assist them (librarians) to refine their teaching methods and to make the conduct of information literacy worthwhile for the students. Social implications The outcomes of this study may be used to advocate for more information literacy (IL) contact time with the students by librarians when negotiating with faculty. Further, these results may be used to showcase the value placed by students to IL. Originality/value This study is a welcome addition to the scant literature on the quality of teaching delivered by the librarians and the assessment mechanisms used to provide feedback on students’ learning of IL. This study is a first of its kind comparing the perceptions of librarians’ teaching abilities by postgraduate and undergraduate students.

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Section: Librarians As Teachers Of Information Literacymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Students’ perceptions of librarians as teachers of information literacy at a large African university

Bangani

Mashiyane

Moyo

et al. 2020

GKMC

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“…De acuerdo con lo señalado por Wishkoski y otros, 2018, la biblioteca por ser la responsable en gestionar los recursos de información y contar con profesionales especializados en gestionarla, es quien puede y debería participar en conseguir implantar las competencias informacionales como parte de las competencias digitales a adquirir por el estudiante en su paso por la universidad, colaborando de forma transversal con el profesorado y otros servicios y agentes de la universidad, aportando cada uno su conocimiento en beneficio del éxito del estudiante en la universidad, en su futuro profesional y a lo largo de la vida. En esta misma línea son varios los autores que apuestan por una colaboración entre bibliotecarios y profesorado para asegurar mayores niveles de competencias informacionales, incluyendo la evaluación de habilidades como garantía de éxito (Lockhart, 2015).…”

Section: Discusión Y Conclusionesunclassified

Evaluación de las competencias informacionales (CI) al inicio y al final del grado en titulaciones de ciencias y ciencias de la salud de la Universidad de Alcalá y el papel de la biblioteca universitaria

Domínguez Aroca,

Toro Flores,

Gómez González

2023

An. Documentación

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The management of current and reliable information in the scientific field is essential for the exercise of different professions. The main objective is to identify the impact of the training given by the UAH Library staff linked to the acquisition of informational skills by the university student. The methodology is based on a pre-post analytical study. The intervention was carried out with 1st grade students in the 2015-16 academic year and at the end of their studies in the 2020-21 academic year. The scope of the study was eight degrees in Sciences and Health Sciences from the UAH. The measurement was carried out through an anonymous questionnaire administered to the students, based on the previously validated and adapted survey instrument. Conclusion: the student body improves in informational skills at the end of the studies, although with some variability depending on the time and depth dedicated to said skills. La gestión de información actual y fiable en el ámbito científico es imprescindible para el ejercicio de las diferentes profesiones. El objetivo principal es identificar el impacto de la formación impartida por el personal de la Biblioteca de la UAH vinculado a la adquisición de competencias informacionales por parte del estudiante universitario. La metodología se basa en un estudio analítico pre-post. La intervención se realizó con estudiantes de 1º Grado (curso 2015-16) y al final de sus estudios (siendo el último en el curso 2020-21). El ámbito del estudio fueron ocho titulaciones de Ciencias y Ciencias de la Salud de la UAH. La medición se realizó mediante un cuestionario anónimo administrado a los estudiantes, basado en el instrumento de encuesta previamente validada y adaptada. Conclusión: el estudiantado mejora en las competencias informacionales al finalizar los estudios, aunque con cierta variabilidad según el tiempo y profundidad dedicada a dichas competencias. A gestão da informação atual e fiável no domínio científico é essencial para o exercício de diferentes profissões. O principal objetivo é identificar o impacto da formação ministrada pelo pessoal da biblioteca da UAH, cujo trabalho está ligado à aquisição de competências de informação pelos estudantes universitários. A metodologia baseia-se num estudo analítico pré-pós. A intervenção foi realizada com estudantes no primeiro ano do curso (2015-16) e no final dos estudos (o último ano foi 2020-21). O âmbito do estudo foi constituído por oito cursos de ciências e ciências da saúde. A medição foi realizada através de um questionário anónimo administrado aos estudantes, com base no instrumento de inquérito previamente validado e adaptado. As conclusões são que os estudantes melhoram as competências de informação no final dos seus estudos, embora com alguma variabilidade consoante o tempo e a profundidade dedicados a estas competências.

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“…The current issue and full text archive of this journal is available on Emerald Insight at: https://www.emerald.com/insight/0143-5124.htm students within the South African context. IL skills integration into the curriculum at the university has been ongoing for many years for undergraduate and postgraduate levels, formalised by an IL policy since 2009, formation of an IL Committee (ILC) as a subcommittee of the Senate Teaching and Learning Committee, development of an IL curriculum, initially for undergraduates and offering it as a short course called certificate of information literacy (CIL) from 2013 to 2017 (Lockhart, 2015a), measuring application of IL skills (Lockhart, 2015b), IL assessment strategies that include item analysis for a multiple-choice test (Lockhart, 2014) and continuous development of the teaching skills of librarians teaching the course. The university is situated in Cape Town, South Africa, and offering qualifications across its six faculties (applied sciences, business and management sciences, education, engineering and the built environment, health and wellness and informatics and design).…”

Section: Introductionmentioning

confidence: 99%

Embedding an information literacy course into a learning management system: a case study

Lockhart

2021

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PurposeThis article outlines how an existing information literacy (IL) course was developed and embedded into a Learning Management System (LMS) with the aim of creating a blended learning environment for the course. It outlines how the platform was chosen, choice of learning design (LD) approaches, tools and processes used, Open Educational Resources (OERs) incorporated, the choice of Creative Commons (CC) licensing, branding, usage options and formats of materials.Design/methodology/approachA mixed-method approach was used in conducting this research. The online course was piloted in 2017 with two groups of students who completed an online questionnaire to provide their evaluation and feedback.FindingsThe results showed a very positive evaluation by the students, which shows that the university is on the correct path with embedding IL into a learner management system.Research limitations/implicationsThe author could not have the second face-to-face class with group 1 as was intended due to the student unrest at the university during this time. Also, with the disruption to the academic programme, the author had less feedback from students than expected; however, the 20% response rate was sufficient to inform the author’s future developments.Practical implicationsThe flexibility (not a one size fits all) in usage was relevant and necessary to accommodate a number of student needs and socio-economic factors.Originality/valueThis article adds value to the academic project by showing how IL courses can successfully be embedded within an LMS, student preferences and socio-economic factors to be considered in a South African context.

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Measuring the application of information literacy skills after completion of a Certificate in Information Literacy

Cited by 5 publications

References 20 publications

Students’ perceptions of librarians as teachers of information literacy at a large African university

Students’ perceptions of librarians as teachers of information literacy at a large African university

Evaluación de las competencias informacionales (CI) al inicio y al final del grado en titulaciones de ciencias y ciencias de la salud de la Universidad de Alcalá y el papel de la biblioteca universitaria

Embedding an information literacy course into a learning management system: a case study

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