Redefining Information Literacy to Prepare Students for the 21st Century Workforce

Monge, Robert; Frisicaro-Pawlowski, Erica

doi:10.1007/s10755-013-9260-5

Cited by 25 publications

(16 citation statements)

References 21 publications

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“…Since the context matters and the university setting is different than the workplace, Lloyd (2011) argues, "…it is workplaces that should be used to inform the library and education sectors' provision of information literacy education" (p. 280). There is also a disconnect between librarians and businesses, as few employers are familiar with the term information literacy (Head et al, 2013;Klusek & Bornstein, 2006;Monge & Frisicaro-Pawlowski, 2014;Sokoloff, 2012). Lloyd (2011) calls for researchers to find new ways to conceptualize information literacy besides how it is currently and frequently conceptualized in the library and education disciplines.…”

Section: Role Of Context In Information Literacymentioning

confidence: 99%

Information literacy skills in the workplace: Examining early career advertising professionals

Gilbert

2017

Journal of Business & Finance Librarianship

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This study used content analysis to examine job postings from advertising agencies to find how often information literacy (IL) skills were seen in the job posts and how these skills manifest themselves. Five out of the six IL skills were seen in at least 41% of the job postings, however, the skill of synthesizing information was rarely mentioned. It was also found evaluating data and using data software is performed by advertisers. It concludes by asking librarians to introduce marketing students to more data, and calls on librarians to consider the context in which IL skills are used.

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Section: Role Of Context In Information Literacymentioning

confidence: 99%

Information literacy skills in the workplace: Examining early career advertising professionals

Gilbert

2017

Journal of Business & Finance Librarianship

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“…Wu and Kendall (2006) noted the need to prepare students for a 'competitive workplace' with IL skills for lifelong learning, while Weiner (2014) also found a recognition of the need to prepare students for success in their careers. Monge and Frisicaro-Pawlowski (2014) considered which competencies can be transferred into the workplace from academia, while noting differences in the two settings, and proposing that librarians should 'incorporate non-formal and informal workplace practices' (2014, p.59). Lloyd (2006) has shown that information literacy tends to be described in terms of a skill-set, but has presented a less library-centric view, widening IL to beyond a library setting to incorporate the workplace (Winzenried, 2011).…”

Section: Subsequently Cilip Have Issued a New Definition Which Statesmentioning

confidence: 99%

What academics really think about information literacy

Stebbing

Shelley

Warnes

et al. 2019

JIL

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This research project arose from a need to ensure librarians and academics work together to support student information literacy (IL) development, aligned to the Anglia Ruskin University learning and teaching strategy, and specifically to improve librarians’ understanding of how academic staff view IL and consider their perceptions and expectations within different disciplines. A literature review found a limited number of studies which considered academics’ point of view and few were concerned with discipline (faculty) differences. We took a qualitative approach to this research, using semi-structured interviews with a convenience sample of participants drawn from nursing subjects and business subjects in a post-1992 university in the United Kingdom. The research questions asked about academics’ perception of IL, the impact of their discipline on IL and their view of the ideal information literate student. Six key areas of concern emerged around the teaching of IL: students transitioning into higher education, developing evaluation skills, the significance of the undergraduate major project and discipline differences, the information landscape and the perceived need for preparation for IL at work. The article discusses the findings, difficulties surrounding students achieving adequate IL and considerations for future practice in delivering focused IL support.

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“…If effort is put into establishing collaboration with a faculty, it will produce results. Research shows that collaboration with the academic staff is crucial for the library if the aim is to further develop the IL teaching (Monge and Frisicaro-Pawlowski 2014). The library department in the nursing faculty has had a long-term plan to integrate library instruction into the schedule for the nursing students.…”

Section: )mentioning

confidence: 99%

An assessment of library instruction:

Boger

Dybvik

Eng

et al. 2016

JIL

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This article presents the results of a follow-up study conducted at Østfold University College in 2015 which set out to examine information resource use among students of nursing and teacher education. The first study was presented in an article published in the Journal of Information Literacy Vol. 9 No. 1 (Boger et al. 2015). The two qualitative studies were carried out by interviewing the students about their skills in information retrieval, and observing them. The results show differences in search behaviour between first-year and third-year students, a decrease in the use of Google, and a difference between the students from the nursing faculty and the teacher education faculty.

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Redefining Information Literacy to Prepare Students for the 21st Century Workforce

Cited by 25 publications

References 21 publications

Information literacy skills in the workplace: Examining early career advertising professionals

Information literacy skills in the workplace: Examining early career advertising professionals

What academics really think about information literacy

An assessment of library instruction:

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