Teaching faculty's perspectives on business information literacy

Abstract

realiza mediante una encuesta, con la que se examina y describe la situación actual en dichos centros de la formación en competencias informacionales y en recursos y servicios bibliotecarios. Se identifican sus aspectos positivos y carencias, se formulan recomendaciones para la mejora, y se señalan los rasgos específicos que posee la formación en competencias informacionales cuando ésta se dirige a los usuarios del área del conocimiento de la economía. Entre otras conclusiones, se señala el atraso en la inclusión de las competencias digitales y la necesidad de colaborar con el resto de actores de la Universidad.

Using Clickers to Support Information Literacy Skills Development and Instruction in First-Year Business Students

“…Moreover information literacy is acknowledged as one of the critical attributes that employers require of Business graduates entering the workforce (Department of Education, Science and Training [DEST], 2007;Drucker (1995), cited in Wu & Kendall, 2005;O'Donoghue & Maguire, 2004). The main aims of this study were to (1) identify the baseline level of information literacy in first year undergraduate business students; (2) to gather quantitative data regarding students' understanding of consistently difficult concepts in relation to information literacy and their written assignment work and (3) to gauge student perceptions of the use of clickers to facilitate their attention and active learning in information literacy classes.…”

“…The development of information literacy skills in a discipline-specific context is a critical element contributing to students' academic success (Boudreau & Bicknell-Holmes, 2003;Feast, 2003;Wu & Kendall, 2005), and confidence and retention (Goldfinch & Hughes, 2007;Gross & Latham, 2007;Oliver, 2008). Moreover information literacy is acknowledged as one of the critical attributes that employers require of Business graduates entering the workforce (Department of Education, Science and Training [DEST], 2007;Drucker (1995), cited in Wu & Kendall, 2005;O'Donoghue & Maguire, 2004).…”

Digital learning objects: a local response to the California State University system initiative

“…SJSU library faculty members continue to advance the integration of information literacy and information resources into curriculum, from freshmen to graduate level courses. In addition to contributing to campus teaching and Digital Learning 7 learning priorities, these activities also advance lifelong learning capabilities (Matoush, 2006;Wu & Kendall, 2006;Roldan & Wu, 2004;Hope & Peterson, 2002;Feind, in press In line with the CSU system framework for developing a suite of online tools to enhance student learning, SJSU is exploring local instructional applications for these technologies. They recognize that, by using Web 2.0 tools and technologies familiar to students, such as iPods for podcasts, DLOs aid "the ordinary user" (Kroski, 2007, p.91) within a diverse multicultural library user population (Partridge, 2007).…”

The actuality of determining information need in geographic information systems and science (GIS): A context-to-concept approach

“…Context has been highlighted as the key to the manifestation of information literacy (IL) (Dorner & Gorman, 2011;Hoyer, 2011;Leckie & Fullerton, 1999;Lloyd, 2006Lloyd, , 2007Nazari, 2011;Nazari & Webber, 2012;Webber, Boon, & Johnston, 2005;Wu & Kendall, 2006). However, methodological practices that focused more on the phenomenon and not on the context within which the phenomenon is experienced have resulted in a dearth of deep insights into the actuality of IL as practiced in real-life university programs.…”