The arrival of information literacy

Machin-Mastromatteo, Juan D.; Lau, Jesús

doi:10.1177/0266666915569147

Cited by 9 publications

(5 citation statements)

References 2 publications

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“…(1) The lessons learned that have been reported for some years from the Latin American countries, Spain and Portugal (Ibero-America), are still valid for this context, as evidenced by recent documents (Rodrigues, 2014;Machin-Mastromatteo and Lau, 2015;Alonso-Arévalo et al, 2016;Fernández-Ramos, 2016;Almécija-Aparicio and Romero-Bravo, 2016;Tiscareño-Arroyo et al, 2016;Pérez Lores et al, 2017). Such research is key to this context, where much remains to be done for INFOLIT's growth and positioning, as an essential instructional aspect for future professionals and researchers both for their current academic life and for developing best practices in their work contexts.…”

Section: Discussionmentioning

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: Discussionmentioning

confidence: 99%

75 lessons learned for enhancing information literacy programs

Tirado

Pinto

2017

ILS

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“…Also, there are persistent challenges in implementing IL programmes. For example, a lack of diverse sources and having to rely mainly on a textbook were identified as some of the challenges for IL education in Latin America (Machin-Mastromatteo et al , 2015), while in Kenya it was the lack of an IL policy (Lwehabura and Stilwell, 2008). For many of these countries, the major concern seems to be providing access to the media and to opportunities for all, with a focus on ICT and digital inclusion while neglecting real IL competence and knowledge appropriation.…”

Section: The Cultural Complexities Of Information Literacymentioning

confidence: 99%

Collective aspects of information literacy in developing countries: a Bangladeshi case

Anwar

Oliver

Frings‐Hessami

et al. 2022

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PurposeThe purpose of this paper is to report on the exploration of women farmers' information literacy (IL) in the context of rural Bangladesh within the context of an ICT-based women empowerment project.Design/methodology/approachThis study uses thematic analysis of qualitative data collected during a culturally sensitive workshop on IL with a group of project participants.FindingsThe findings showed that women understood their information needs and where to find information, which indicates that participants had some basic IL skills. However, the online environment presented challenges for them to evaluate the quality of the information and its relevance to their daily activities. The cultural complexity of IL was observed with the rural women’s information practices affected by family patterns, community and religion, amongst other social factors. Collective practices are made highly evident by the women’s natural tendency to share phones and information and by the way information is maintained. While the collective practices are very useful in utilising information for daily needs, the downside is that women are potentially vulnerable to threats in an online environment when sharing confidential information.Originality/valueThis article shows that in the context of rural Bangladesh, women farmers’ information-seeking behaviour and practices of sharing and creating information are influenced by sociocultural characteristics. It describes how the women’s situational context of collectivity and power relations influence their ways of handling information.

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“…To understand the role of information literacy in Indonesia, it needed to study in any broader area (outside of educational settings) (Lloyd, 2005). Paul Zurkowski introduced a term "Information Literacy" in 1974, and had developed into a research field, especially in America and Europe (Machin-Mastromatteo & Lau, 2015). In digital age, information literacy could be defined as ability to identify the needs of information, accessed required information, and evaluated information (Wu, 2018).…”

Section: Information Literacymentioning

confidence: 99%

Students’ Conceptualization on Citizen Participation in Digital Era: A Mixed Method Research

Trihastuti

Dianasari

Retnasari

et al. 2022

JPP

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Students' Conceptualization on Citizen Participation in Digital Era: A Mixed Method Research. Objective: This study aims to find out how to conceptualize citizen participation in the digital era with a focus on Ahmad Dahlan University students, Yogyakarta. Methods: This research uses mixed methods. The location of the study was at Ahmad Dahlan University Yogyakarta. In data collection, the researcher provided online questionnaire by using Google Form and process the data by using SPSS 24 programs. Findings: The results of the study revealed that 1) students at Ahmad Dahlan University Yogyakarta had experience as citizen engagement through several individual and group dimensions. 2) Most of the informants stated that the fulfillment of the rights and obligations of citizens needs to be realized in a structured format. 3) The experience of student participation is expected to be able to increase civic intelligence. Conclusion: This study concludes that student participation culture is influenced by civic literacy, information literacy, self-awareness, and participation alone, but there are also some students who are enthusiastic about following the civic context, but some are passive and only participate.

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The arrival of information literacy

Cited by 9 publications

References 2 publications

75 lessons learned for enhancing information literacy programs

75 lessons learned for enhancing information literacy programs

Collective aspects of information literacy in developing countries: a Bangladeshi case

Students’ Conceptualization on Citizen Participation in Digital Era: A Mixed Method Research

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