Students with Non-Proficient Information Seeking Skills Greatly Over-Estimate Their Abilities

Haglund, Lotta; Herron, David

doi:10.18438/b84k7h

Cited by 4 publications

(3 citation statements)

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“…Few of the skills such as Information Skills (Pintos 2008 [4],Walter 2008 [5], Dell -Price and Cotton 2008) [6], Information Literacy Skills (Ramesh Babu 2011 [7], Ramesh Babu&NageswaraRao 2011 [8], Hagland and Herson 2008) [9], ICT skills (Thomas and Rulter 2008 [10], Owvia, Bada&Aimbonam 2006) [11], Soft Skills (Harris 2007) [12] that are need has been discussed in the literature. The skills which are required for various professionals had been studied.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Challenges in Skill Development Among Library and Information Science Professionals

Ravi¹

2018

ijrls

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Today's changing environment in library and information centres looks for change in the professional skills besides the academic skill. This study examines nearly 49 criteria across the spectrum of Key Requirements; Inquisitiveness; Infrastructure environment; Work Environment; Professional Challenges and Future Skill Capacity to determine the viability of the skills for the booming of library and information science professionals. This study carried out to identify the Key Requirements for professional skill and to identify the Inquisitiveness in developing the skill. Further the impact of Infrastructure environment and work environment in developing the skill were also identified. This study was carried out among 210LIS professionals of 76 engineering institutions in 8 districts (

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Section: Review Of Related Literaturementioning

confidence: 99%

Challenges in Skill Development Among Library and Information Science Professionals

Ravi¹

2018

ijrls

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“…Librarians at Central Michigan University used student self‐assessments as an instructional tool to provide students with feedback regarding their information literacy skills coupled with information about library resources and services (Ivanitskaya et al , 2004). Investigating a possible cause of library anxiety, Haglund and Herron (2008) asked students to self‐assess their information literacy skills and compared this information with how well students performed on information literacy tests.…”

Section: Project Contextmentioning

confidence: 99%

Information literacy assessment: a case study at Miami University

Resnis

Gibson²,

Hartsell-Gundy³

et al. 2010

New Library World

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Purpose -This case study, created by a Faculty Learning Community on Research Fluency, investigated students' information literacy practices at Miami University, including information search process, preparation, differences in students' information literacy skill levels, and how well they transfer these skills outside coursework.Design -Faculty and librarians designed a survey of about 60 questions, which were given to 300 students in faculty's classes by librarian FLC members.Findings -FLC members discovered where perceptions among professors, librarians, and students were similar, and where they differed.Practical implications -Influenced by the findings, participating faculty made changes to the course plans and included additional assignments to make the process of research more explicit.Originality/value -While there are similar studies about information literacy, the Miami University study is distinct in that it reports on collaboration with faculty and makes use of their perceptions of students.

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“…Acorde con lo anterior, existe una tendencia por aplicar estudios sobre evaluación diagnóstica y evaluación sumativa con un enfoque cuantitativo que emplea cuestionarios sobre autopercepción de habilidades (De Meulemeester, Buysse y Peleman, 2018;Nierenberg y Fjeldbu, 2015) o pruebas estandarizadas (Gross y Latham, 2012;Haglund y Herron, 2008;Rosman, Mayer y Krampen, 2015). En consecuencia, el interés principal de quienes investigan sobre bibliotecología es evaluar los resultados de aprendizaje, más que comprender el proceso implicado; prueba de esto son los pocos estudios sobre evaluación formativa que reporta la literatura especializada (Kathleen y Teague, 2011;Tunon et al, 2015).…”

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Evaluation of the learning process of informational competencies in university students

Espinoza-Colón

Gual

2021

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This article aims to present the results of a study on the learning process of informational competence in the Universidad José Vasconcelos, Oaxaca, Mexico. From a qualitative research approach, semi-structured interviews, and requests for drawings were applied, and non-participant observation of six students’ information search practices was carried out. The findings made it possible to identify quantitative and qualitative changes in the declarative, procedural and attitudinal components of the competence, which differentiate three levels of performance: low, medium, and high. The critical element to understand the competence learning process is in its attitudinal component since this determines the amount and type of declarative knowledge, as well as the procedures that the student is willing to deploy in a coordinated way to search, evaluate and use the information to achieve your academic goals.

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Students with Non-Proficient Information Seeking Skills Greatly Over-Estimate Their Abilities

Cited by 4 publications

References 1 publication

Challenges in Skill Development Among Library and Information Science Professionals

Challenges in Skill Development Among Library and Information Science Professionals

Information literacy assessment: a case study at Miami University

Evaluation of the learning process of informational competencies in university students

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