Practicing information literacy: Practicum students negotiating information practice in workplace settings

Sharun, Sara

doi:10.1016/j.acalib.2020.102267

Cited by 10 publications

(9 citation statements)

References 26 publications

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“…It provides empirical evidence that other factors specifically ICT, language and information culture are important in promoting information literacy in developing country. Secondly, majority of the previous studies have used information seeking models to predict information literacy (Sharun, 2021; Marsh, 2022; Ozor and Toner, 2022; Phares, 2022). Using the SLT, this study provides a new insight into understanding information literacy as a situated practice, where context-based tools are pivotal in guiding practice, specifically in the informal context of SHFs.…”

Section: Discussionmentioning

confidence: 99%

“…These tools serve as mediators between an individual's cognitive abilities and their knowledge acquiring potential. Therefore, engagement and interaction with the socially accepted tools of the domain of practice is inevitable for information literacy to emerge (Nikou and Aavakare, 2021;Sharun, 2021;Hicks et al, 2022). They facilitate the process of creating, shaping, disseminating information as well as reproducing discursive knowledge practices (Walton and Cleland, 2017;Haider et al, 2022).…”

Section: Tool Adoption and Information Literacymentioning

confidence: 99%

“…A plethora of information literacy studies have been done albeit in the formal education and academic settings using skill-based models/frameworks, yet still in developed countries (Lauri et al, 2020;Sharun, 2021;Marsh, 2022;Ozor and Toner, 2022;Phares, 2022). While these studies were relevant, it is clear from the literature that a crossover from these academically based frameworks to informal settings in developing countries like Uganda is still obscure.…”

Section: Introductionmentioning

confidence: 99%

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ICT acceptance, language use and information culture as tools for enhancing information literacy within smallholder maize farmers in Uganda

Lunkuse,

Munene,

Ntayi

et al. 2024

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Purpose This study aims to examine the relationship between tool adoption and information literacy within smallholder farmers (SHFs). Design/methodology/approach A structured questionnaire was used to gather data for this quantitative study from 225 SHFs. Structural equation modelling was done to test the hypotheses. Findings The findings established that tool adoption dimensions (Information and communication technologies (ICT) acceptance, language use and information culture) positively and significantly influenced information literacy. Information culture had the strongest impact. Research limitations/implications The study enriches the situated learning theory (SLT) literature by introducing tool adoption as a predictor of information literacy in a new context of SHFs. Use of tools as independent variables is a positive deviation from previous studies that have used them as mediating variables. Despite the contributions, the cross-sectional design study undermines the ability to solicit more detailed perspectives from the lived in experience of the respondents. Practical implications Managers should promote usage of context-specific tools like local radio stations and mobile phones, but also use language tailored to farmer contexts when disseminating information. Policymakers should leverage on social and cultural settings when designing information interventions. Social implications The study highlights critical factors that significantly promote information use for improved productivity for SHFs, cumulatively increasing the country’s gross domestic product (GDP). Socially, findings may reduce on their poverty levels of farmers. Originality/value This study offers a novel perspective in information literacy domain by using the SLT to delineate contextual tools that are paramount in predicting of information literacy in an under research informal context of SHFs.

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Section: Discussionmentioning

confidence: 99%

Section: Tool Adoption and Information Literacymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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ICT acceptance, language use and information culture as tools for enhancing information literacy within smallholder maize farmers in Uganda

Lunkuse,

Munene,

Ntayi

et al. 2024

View full text Add to dashboard Cite

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“…Information literacy (IL) studies from the socio-cultural perspective have been conducted in various contexts (Olsson & Lloyd 2017a) focusing on formal and semi-formal contexts (Bonner & Lloyd 2011;Hicks 2018a;Lloyd 2009;Lloyd & Somerville 2006;Sharun 2021). There have been virtually no literacy studies examining informal contexts, for example, the Kente weaving landscape, a fabric-weaving context in Ghana, which has resulted in minimal information on how fabric weavers engage with information in practice.…”

Section: Introductionmentioning

confidence: 99%

Information literacy and the body in the Kente-weaving landscape

Agyemang¹,

Wessels

2022

JIL

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This article reports on the relationship between becoming information literate and the body in the Kente-weaving landscape. A mixed approach of incorporative ethnographic participant observation and semi-structured interviews with 24 participants through their roles as either master weaver, junior weaver or novice weaver at the Bonwire Kente Centre. Thematic analysis through an embodied-practice approach to information literacy (IL) frames the analysis of this study. The findings show that the body facilitates IL or knowing by understanding and making meaning of the cues afforded it from interaction and participation in the Kente-weaving practices. The body facilitates or enables IL through identifying and understanding cues in an information landscape.

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“…The scarcity of research on connections between information literacy and distance learning, especially in this type of pandemic situation where distance learning is not part of the study programs of universities, suggests a significant gap in academic librarians' understanding of students' information literacy development during distance learning and an opportunity to gather additional research evidence to inform practice in the area of information literacy (Easter, Bailey, and Klages, 2014). Research exploring the information literacy of students is mainly focused on assessing their use of information resources (Sharun, 2020). However, some information literacy research in the last 10 years had been growing and investigating beyond technical skills and offering new ways on investigating information literacy.…”

Section: Introductionmentioning

confidence: 99%

Distance learning information literacy: Undergraduate students experience distance learning during the COVID-19 setting

Heriyanto

Prasetyawan

Krismayani

2021

Information Development

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This qualitative study provides an understanding about undergraduate students’ information literacy experience during their involvement with distance learning in an Indonesian university. Findings present evidence to inform the development of the distance learning process in Indonesia and informed learning responses that enhance the learning of undergraduate students. A total of 17 undergraduate students were interviewed using a semi-structured interview technique. The data collected were analyzed using thematic analysis, revealing four themes related to students’ information literacy experience during distance learning, namely, understanding distance learning, platform literacy, learning strategy, and learning resources. Findings can inform the development of informed learning responses to enhance the transition of undergraduate students into distance learning during a pandemic situation. These results may also be of benefit to teaching faculties for enhancing teaching and learning activities and to provide support for students.

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Practicing information literacy: Practicum students negotiating information practice in workplace settings

Cited by 10 publications

References 26 publications

ICT acceptance, language use and information culture as tools for enhancing information literacy within smallholder maize farmers in Uganda

ICT acceptance, language use and information culture as tools for enhancing information literacy within smallholder maize farmers in Uganda

Information literacy and the body in the Kente-weaving landscape

Distance learning information literacy: Undergraduate students experience distance learning during the COVID-19 setting

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