Uncovering the information literacy skills of first-generation and provisionally admitted students

Graves, Stephanie J.; LeMire, Sarah; Anders, Kathy

doi:10.1016/j.acalib.2020.102260

Cited by 13 publications

(13 citation statements)

References 22 publications

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“…The researchers were familiar with a previous campus project 24 using Carrick Enterprises' Project SAILS (Standardized Assessment of Information Literacy Skills) test, which is based on the Association of College and Research Libraries' (ACRL) Information Literacy Standards for Higher Education 25 and which has been sunset. The researchers wanted to build upon this previous work using Carrick Enterprises' newly validated test, TATIL (Threshold Achievement Test of Information Literacy).…”

Section: Methodsmentioning

confidence: 99%

“…Initial research by Graves et al suggested that first-generation students may demonstrate different information literacy skills related to selecting and documenting sources. 21 This study contributes toward filling a gap in the literature by further exploring if, and to what extent, first-generation students demonstrate differences in their information literacy skills in comparison with their continuing-generation counterparts.…”

Section: Literature Reviewmentioning

confidence: 99%

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Assessing the Information Literacy Skills of First-Generation College Students

LeMire

Hahn

et al. 2021

CRL

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Academic libraries, together with their colleges and universities, are increasingly identifying first-generation college students as an underserved population that is likely to experience barriers to library access and usage. Less is known, however, about the information literacy skills of first-generation students, particularly in comparison with their continuing-generation counterparts. This study assessed the information literacy skills of first-generation college students in general education courses at Texas A&M University to inform information literacy instructional efforts and to inform advocacy efforts for developing substantial and sustained information literacy support for first-generation students at that campus. Study results indicate that firstgeneration students experience significant information literacy gaps in comparison with continuing-generation students at the same institution and in the same courses.

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Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Assessing the Information Literacy Skills of First-Generation College Students

LeMire

Hahn

et al. 2021

CRL

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“…This author emphasizes the importance of adopting new forms of learning with a focus on the student, so that they are able to think critically about information sources. D. Freeburg (Freeburg, 2017) wrote the paper "A knowledge lens for information literacy: Conceptual framework and case study". The purpose of the paper was to identify the knowledge developed through data and information access.…”

Section: Resultsmentioning

confidence: 99%

“…After 1974, academics started to develop further research about the topic. Information literacy discusses issues related to the field of education (Alkhezzi, Hendal, 2018;Graves et al, 2021;Reyes et al, 2018) and related theories are based on theories of learning created by great thinkers such as Piaget, Ausubel, Vygotsky, among others.…”

Section: Discussionmentioning

confidence: 99%

From Business Information Literacy to Decision-Making, Problem Solving and Innovation

2021

International Journal of Media and Information Literacy

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In the international literature, business information literacy refers to information literacy in the business context. Most of the research in this field focuses on university libraries, thus there is a gap in the literature with respect to business information literacy in industry and competitive organizations. The purpose of this paper is to investigate the state of the art about business information literacy, and it aims to identify how researchers have studied business information literacy in businesses. The method is a systematic literature review in international scientific databases. After the analysis of the systematic literature protocol, we included 26 papers that discuss business information literacy. These papers show that business information literacy research focuses on business management libraries and related fields. This paper concludes that libraries contribute to business management curricula, and students can develop critical thinking and lifelong learning. Similarly, members of business organizations can use business information literacy to develop critical thinking for decision-making and problem-solving.

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“…Thus, the information literacy development is possible only if there is digital, computer, visual and media literacy. The importance of all information literacy components has been described in the studies of many scientists and researchers (Graves et al, 2020;Gálik, 2019;Hammons, 2020;Kačinová, 2018;Petranová et al, 2017;Schmuck, Sikorski, 2020).…”

Section: Fig 1 Scheme Of Information Literacy Developmentmentioning

confidence: 99%

The Role of Media and Information Literacy during COVID-19 Pandemic and Post-Pandemic Period

Ханина¹,

Zimovets²,

Maksimenko³

2021

International Journal of Media and Information Literacy

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Media and information literacy in the modern world is a set of skills, abilities that allow users to analyze media messages broadcast through the media and the Internet, the ability to critically approach the received data and perceived information. The COVID-19 pandemic that swept the whole world in the spring of 2020 forced all the population of the planet to use the worldwide network and the media actively, because they became the main source of information and a means of communication. This fact was also used by "ill-wishers" who launched false information about the statistics of those infected with the new virus, about the means of fighting it and much more. It was information literacy and critical thinking that allowed the population not to succumb to fake news and not to lose their heads. As shown by the authors' survey, the time that the population spent on the Internet before the pandemic was less than the time that it began to spend on the Internet after the announcement of the total quarantine. This can be explained simply -people had no other means of communication. However, as it was revealed as a result of the survey, people after the lifting of the quarantine regime, especially between the ages of 20 and 25, do not want to spend so much time at electronic space. According to the authors, the reason for this fact was the increased media literacy of this category for the population. People have learned to filter information flows, think critically and be skeptical about news. Nevertheless, many have switched to a distant work format and do not want to return to the previous offline mode, and for them, it is also necessary to develop media communications and increase their information literacy.

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Uncovering the information literacy skills of first-generation and provisionally admitted students

Cited by 13 publications

References 22 publications

Assessing the Information Literacy Skills of First-Generation College Students

Assessing the Information Literacy Skills of First-Generation College Students

From Business Information Literacy to Decision-Making, Problem Solving and Innovation

The Role of Media and Information Literacy during COVID-19 Pandemic and Post-Pandemic Period

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