Undergraduate Perceptions of Information Literacy: Defining, Attaining, and Self-Assessing Skills

Gross, Melissa; Latham, Don

doi:10.5860/crl.70.4.336

Cited by 77 publications

(45 citation statements)

References 3 publications

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“…This group also assumed that everyone has these skills, partially as a result of growing up with computers, and that information seeking skills can be self-taught. They reported having very little information literacy training and the term itself did not resonate with them (Gross & Latham, 2009). Clearly, there is work to be done in order to help many students develop these important skills.…”

Section: Literature Reviewmentioning

confidence: 99%

Information Literacy Skills for Preservice Teachers: Do They Transfer to K-12 Classrooms?

Stockham

Collins

2017

Educ. Lib.

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This study surveyed current education majors (n=70) in two Kansas universities to gain a perspective on their understanding of Information Literacy (IL) concepts and skills, and to learn whether they anticipated teaching such concepts to their future K-12 students. School media specialists in the state were also surveyed (n=85) and asked to share their observations of teachers new to the profession as to their understanding and practice of IL. Results indicate many education students were not familiar with IL concept terminology and at least some new teachers in the state do not have a clear understanding or priority for teaching such skills in K-12 classrooms.

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Section: Literature Reviewmentioning

confidence: 99%

Information Literacy Skills for Preservice Teachers: Do They Transfer to K-12 Classrooms?

Stockham

Collins

2017

Educ. Lib.

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“…16 Likewise, Melissa Gross and Don Latham interviewed and tested freshmen at Johns Hopkins. 17 In contrast, Alison Head and Michael Eisenberg did not look at freshmen, but interviewed sophomores, juniors, and seniors across multiple college and university campuses to look at how students conduct research and evaluate information. 18 The studies that have compared research processes of freshmen and seniors did not use ethnographic approaches.…”

Section: Literature Reviewmentioning

confidence: 99%

The Research Process and the Library: First-Generation College Seniors vs. Freshmen

Pickard

Logan²

2013

CRL

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In a follow-up study to the ERIAL (Ethnographic Research in Illinois Academic Libraries) Project, librarians at UIC compared the responses of first-generation college freshmen from the original study to those of seniors. The study’s aim was to determine whether student information literacy increases as a result of undergraduate education and to further explore the student research process with respect to the particular factors that inform and effect change in it. The findings showed that information literacy increased among these students, and they developed a more complex approach to the research process and the library.

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“…Similar studies have employed Internet usage logs (Judd & Kennedy, 2010), log analysis (Broder, 2002), scripts read in person to participants (Cockrell, 2002), long interviews (H. Lee, 2008), discussion groups (Head & Isenberg, 2009), semistructured interviews followed by information literacy tests (Gross & Latham, 2009), diaries (J. Lee et al, 2012), and have even used online tracking (Morae) software while videotaping participants (Holman,), etc.…”

mentioning

confidence: 99%

The Truth Is Out: How Students REALLY Search

Deyrup

Bloom

2013

Accentuate the Positive: Charleston Conference 2012

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Undergraduate Perceptions of Information Literacy: Defining, Attaining, and Self-Assessing Skills

Cited by 77 publications

References 3 publications

Information Literacy Skills for Preservice Teachers: Do They Transfer to K-12 Classrooms?

Information Literacy Skills for Preservice Teachers: Do They Transfer to K-12 Classrooms?

The Research Process and the Library: First-Generation College Seniors vs. Freshmen

The Truth Is Out: How Students REALLY Search

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