Perceptions of Information Literacy Skills among Undergraduate Students in the Social Media Environment

Al-Aufi, Ali Saif; Al‐Azri, Hamed; Al-Hadi, Nihad Ali

doi:10.1080/10572317.2017.1293416

Cited by 15 publications

(18 citation statements)

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“…These changes are gradually becoming more apparent in some theories and experiences within current INFOLIT programs, both in Ibero-America (Machin-Mastromatteo, 2014;Machin-Mastromatteo et al, 2014;Machin-Mastromatteo, 2015;Borges and Brandão, 2017;Borges and Marzal García-Quismondo, 2017;Peset et al, 2017;Gálvez de la Cuesta, 2017;Alves and Varela, 2017;Dudziak et al, 2017) and in the international context (Gersch et al, 2016;Wolff et al, 2016;Al-Aufi et al, 2017;Sapp Nelson, 2017;Koltay and Špiranec, 2017). Hence, these experiences may generate new dynamics and lessons learned, together with those that continue to be produced from traditional and worldwide INFOLIT programs.…”

Section: Lessons Learned For Enhancing Informationmentioning

confidence: 99%

75 lessons learned for enhancing information literacy programs

Tirado

Pinto

2017

ILS

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Purpose The purpose of this study has the aim of expanding lessons learned that were originally detected for information literacy (INFOLIT) programs in Ibero-American universities (from Latin America, Spain and Portugal), this paper presents lessons learned for enhancing equivalent programs offered by other universities around the world. Design/methodology/approach As this paper is a comparative literature review, the methodology involved three stages. Initially, a documentary analysis was carried out to identify the texts published during the past five years – since 2013 – reporting a categorization of experiences and cases of international INFOLIT programs and their corresponding lessons learned. Second, we conducted a content analysis of these publications to uncover the classification, identification and frequency of the lessons learned. A third comparative step consisted of analyzing the similarities of these lessons when compared to those reported in similar research on Ibero-American universities (Uribe-Tirado, 2013). Findings From the 75 lessons learned from INFOLIT programs in Ibero-American universities, 65 lessons (87 per cent) were identified as also present in universities elsewhere. These similarities give an account of the possibilities for collaborative learning and benchmarking that INFOLIT programs could achieve with regard to content, pedagogy, learning objects and evaluation if there were more networking and more common participation in sharing experiences, with appropriate adaptations to contextual, technological and idiomatic variations. Originality/value As a comparative literature review, this paper makes a significant contribution to the international advancement of INFOLIT in higher education, as it correlates the lessons learned from INFOLIT programs in Ibero-American universities with those from other countries. This provides a global view of the lessons learned about INFOLIT, which to date have not been reported with such a wide scope and number of lessons.

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Section: Lessons Learned For Enhancing Informationmentioning

confidence: 99%

75 lessons learned for enhancing information literacy programs

Tirado

Pinto

2017

ILS

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“…These skills and experiences can facilitate the use of social networking technology (Watjatrakul, 2016) and increase LS with access to desirable learning materials (Perrett, 2010). In addition, freely available Web 2.0 platforms have become a major source of information, both genuine and not; thus, identifying dependable knowledge and discarding false information is becoming a real challenge (Al-Aufi et al , 2017; Badke, 2017). Consequently, these new technologies must be accompanied by information literacy (IL).…”

Section: Introductionmentioning

confidence: 99%

“…The effective integration of SNTU into different educational pedagogies will allow learners to develop the skills and abilities needed to manage these technologies, but IL is needed to further guide and refine those skills. (Drotner and Kobbernagel, 2014; Ezziane, 2007) and identify authentic information for educational purposes (Al-Aufi et al , 2017). Previous research has mainly concentrated on course design, course flexibility and its effect on LS (Chow and Shi, 2014; Gameel, 2017; Joo et al , 2014; Kauffman, 2015), and studies addressing the relationship between IL and SNTU and their influence on LS within the higher education context have been limited (Al-Aufi et al , 2017; Drotner and Kobbernagel, 2014; Fenwick, 2016; Hung and Yuen, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…(Drotner and Kobbernagel, 2014; Ezziane, 2007) and identify authentic information for educational purposes (Al-Aufi et al , 2017). Previous research has mainly concentrated on course design, course flexibility and its effect on LS (Chow and Shi, 2014; Gameel, 2017; Joo et al , 2014; Kauffman, 2015), and studies addressing the relationship between IL and SNTU and their influence on LS within the higher education context have been limited (Al-Aufi et al , 2017; Drotner and Kobbernagel, 2014; Fenwick, 2016; Hung and Yuen, 2010). In addition, studies investigating the relationship between IL and LS remain inadequate (Andersen, 2013; Hicks and Sinkinson, 2015; Kauffman, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Grounded in previous work (Al-Aufi et al , 2017; Gameel, 2017; Hicks and Sinkinson, 2015; Joo et al , 2014), the current study aims to examine the influences of IL and SNTU on LS among university students in the private education sector. Based on this examination, the second goal of this study is to investigate the intervening mechanism of SNTU in the relationship between IL and LS, which has suffered from a lack of research.…”

Section: Introductionmentioning

confidence: 99%

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Information literacy and learners’ satisfaction

Aljanabi

Al-Hadban²

2018

ILS

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Purpose This paper aims to empirically examine the relationships among information literacy (IL), social networking technology usage (SNTU) and learners’ satisfaction (LS) among university students. The research also aims to determine whether SNTU has a mediating role in the relationship between IL and LS. Design/methodology/approach Based on the proposed framework, a self-administered questionnaire was adopted to gather data from students at Komar University of Science and Technology. Of a total of 520 questionnaires, 335 were returned and subsequently used for statistical analysis. The collected data were analysed using Smart-PLS software version 3.2.0. Findings The results of the present research indicate that both IL and SNTU have significant effects on LS. Furthermore, the results suggest that SNTU has a mediating role in the relationship between IL and LS and that IL has the ability to strengthen LS via SNTU. Originality/value This study offers significant insights that could guide educational institutions in their understanding of LS and the key factors that may affect it. Previous studies have not prioritized the impact of IL and SNTU on LS, and thus the results of this study can serve as a basis for enhancing LS in other educational sectors.

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Social Media Information Literacy – What Does It Mean and How Can We Measure It?

Bühler

Böckle

Pawlowski

et al. 2019

Lecture Notes in Computer Science

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In times of increasing importance of social media services, we have to rethink information literacy. One of the key assumptions of existing information literacy constructs is "static" information, meaning that information does not change. But compared to traditional and mostly unidirectional media services such as printed newspapers or television, this does not reflect the reality of a social media context. Here, information can be characterized as "dynamic", meaning that, for example, every user can easily modify information before sharing it (again). A measurement construct covering these novel aspects of information literacy is missing, so far. Thus, the main objective of this paper is to develop a rigor and updated construct to measure and quantify social media information literacy of an individual social media user. We selected a comprehensive construct development framework that guided us through the investigation, and which includes qualitative as well as quantitative analyses. The outcome is a theoretically grounded and empirically derived social media information literacy (SMIL) construct. The paper ends with a discussion of potential future research directions.

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Perceptions of Information Literacy Skills among Undergraduate Students in the Social Media Environment

Cited by 15 publications

References 1 publication

75 lessons learned for enhancing information literacy programs

75 lessons learned for enhancing information literacy programs

Information literacy and learners’ satisfaction

Social Media Information Literacy – What Does It Mean and How Can We Measure It?

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