The Nature of Information Literacy

Koltay, Tibor; Špiranec, Sonja; Karvalics, László Z.

doi:10.1016/b978-0-08-100075-5.00002-x

Cited by 8 publications

(5 citation statements)

References 121 publications

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“…Many studies have underlined the role of information literacy in dealing with PIM challenges (Koltay et al, 2015). Majid et al (2013) have shown that PIM techniques are largely components of information literacy competencies.…”

Section: Discussionmentioning

confidence: 99%

Knowledge mapping and visualization of personal information management literature, 1988–2020

Nwagwu

Williams

2022

IFLA Journal

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This study was designed to examine the structure of the literature on personal information management during the period 1988–2020 through the mapping of author and indexer keywords. The article also examines the volume, quantity and growth of personal information management literature during the period. The Scopus database was searched with the phrase ‘personal information management’ within the title, abstract and keyword fields on 18 February 2021. The annual growth in publications is presented as the number of retrieved documents each year, and the annual growth rate of publications on the subject is analysed. A total of 887 documents have been written on the subject since 1988. The major focus in addressing the problem of personal information management appears to be on technology applications, but research from 2015 onwards starts to address individual factors as they relate to personal information management.

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Section: Discussionmentioning

confidence: 99%

Knowledge mapping and visualization of personal information management literature, 1988–2020

Nwagwu

Williams

2022

IFLA Journal

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“…Web-based collaborative technologies can allow researchers to collectively participate in the research process through the use of visualization, resource storage, content development and management (Price & Wright, 2012). If technology-supported research is Research 2.0, it can promote collaborative knowledge construction, rely on providing online access to raw results, theories and ideas, and focus on opening up the research process (Koltay et al, 2015). As for EFL teachers, more connections with other experts /researchers/ teachers via shared networking for document building and social networking can promote their professional development.…”

Section: Alinement Of the Research Process To Digital Resourcesmentioning

confidence: 99%

Chinese EFL Teachers’ Use of Digital Resources in Doing Research: Its Current Status and Influential Factors

Wang

Zhang

2023

Sage Open

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This paper is designed to explore the current status of Chinese EFL teachers’ use of digital resources in doing research and its influential factors. It classifies digital resources into six types aligned to the research process and uses the revised TAM to find out and explain its influential factors. A total of 180 teachers were investigated via the online questionnaire. The results show the Chinese EFL teachers’ use of six-type resources is at an intermediate low level. Among them, the type of resources for getting data analysis software is most frequently used; The type of resources for managing literature is least frequently used. However, teachers’ intention to use the resources is relatively high. Frequency of doing research, facilitating condition (FC), and perceived ease of use of resources (PEOU) are the direct predictive factors for EFL teachers’ actual use of digital resources (AU). Self-efficacy in using resources, ICT skill, and FC are significant direct predictors of PEOU, and they are indirect predictors of AU.

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“…However, the intent of transliteracy should be broad rather than narrow to incorporate a multi-literacy perspective. Instead of examining transliteracy through the lens of a single literacy domain, it should be understood as an overarching concept (Koltay et al, 2015) that may be applied to any information technology-based literacy. In doing so, it may be understood that transliteracy is the ability to adapt one's literacy practices across varying social contexts.…”

Section: Defining Transliteracymentioning

confidence: 99%

Toward a socio-contextual understanding of transliteracy

Hovious

2018

RSR

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Purpose The purpose of this paper is to explore the emerging concept of transliteracy from the perspective of literacy as a socially constructed and contextual practice. Design/methodology/approach A systematic review of the literature explores the origins and development of transliteracy in the context of the multiple understandings of literacy. An argument is made that the current discussion among academic librarians about transliteracy as a set of skills is incompatible with its socio-constructivist roots. Findings Librarians’ interest in transliteracy stems from its relationship to information literacy, with current discussion focused on defining its skills. However, a skills-based perspective does not reflect the nature of what it means to be transliterate. Rather than a common set of skills that are practiced across multiple media platforms, transliteracy can be reconceptualized as a social practice that crosses multiple contexts (e.g. school, home and workplace). Practical implications This expanded understanding better aligns transliteracy to recent developments in information literacy, such as the knowledge practices of the ACRL framework. Originality/value This paper introduces an expanded understanding of transliteracy, adding to the growing conversation about the relationship between emergent literacies and information literacy.

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The Nature of Information Literacy

Cited by 8 publications

References 121 publications

Knowledge mapping and visualization of personal information management literature, 1988–2020

Knowledge mapping and visualization of personal information management literature, 1988–2020

Chinese EFL Teachers’ Use of Digital Resources in Doing Research: Its Current Status and Influential Factors

Toward a socio-contextual understanding of transliteracy

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