- The document discusses a study examining factors that impact the relevance of information literacy to college students.
- A mixed-methods study was conducted involving an online survey of 134 students and 4 focus groups of 10 students total.
- The survey found that students perceive information literacy as socially and cognitively relevant when used for academic assignments, and this relevance is not dependent on student characteristics.
- The focus groups identified 11 key factors that make information literacy relevant to students' academic work, including knowledge base, digital literacy, authoritative sources, and information literacy instruction.
The document describes the development of an online course for teaching systematic review search strategies. The course was designed using the Community of Inquiry framework to build teaching, social, and cognitive presences. It was implemented in Moodle and included video introductions, peer feedback assignments, and discussion forums. Drop-in sessions were later added using Gather to foster interaction. The course has been run successfully for several iterations, with most students reporting improved skills and confidence in conducting systematic reviews.
The document discusses information literacy as an emerging discipline. It outlines six elements that characterize a discipline: 1) a community of scholars, 2) communication networks, 3) ethical concerns, 4) a tradition and history of inquiry, 5) specific modes of inquiry, and 6) a body of knowledge and curricula. The document argues that recognizing information literacy as a discipline could strengthen the field by facilitating shared vocabulary, integration into curricula, and dialogue about its transdisciplinary nature. Recognizing it as a discipline may also allow for more credit courses and opportunities to discuss related literacies.
The document summarizes efforts at the University of Sheffield Library to reshape information and digital literacy programs. Through action research projects, the library identified opportunities to better integrate information and digital literacy skills into academic programs. Two strategic projects were launched: 1) standardizing reading lists across undergraduate programs and 2) refreshing research skills and critical thinking resources to better support student employability. Next steps include taking a "one university" approach to digital skills and renovating library spaces to support these initiatives.
The document summarizes the creation of an online information literacy program called PACE for lifelong learning students at the Institute of Technology Carlow. It describes developing video modules covering topics like using the physical and online library, conducting research for assignments, and citing references. The program was created in collaboration with the Teaching and Learning Centre during the COVID-19 pandemic to support students learning remotely. Feedback has been positive, and the resource is being expanded and updated to support students' evolving needs.
The document discusses dyslexia and information-seeking. It describes a workshop on the topic which included discussing what is known about dyslexia, participant experiences of information-seeking barriers, and ideas for adapting teaching practices. The participant experiences highlighted difficulties with communicating information needs through keyword selection and spelling, evaluating online information through reading and interpreting, and weakened memory and self-efficacy impacting the process. Workarounds used by participants and ideas for adapting teaching content and practices were also discussed.
This document presents information on genre confusion and disinformation. It aims to explain how disinformation borrows techniques from authoritative genres like news to appear credible. It discusses how cognitive biases and heuristics influence how people evaluate information. The document introduces the IF I APPLY tool for information evaluation to help identify implicit biases. It provides examples of genre confusion beyond fake news and discusses how sources achieve their purpose by exploiting cognitive biases.
The document outlines a presentation and workshop about developing educational design patterns to support students' academic digital competencies. The presentation will define digital competencies, introduce learning design patterns, and describe the workshop. The workshop will have groups produce a draft pattern using a template based on inspiration cards in key digital competency areas. Presenters will then discuss shepherding patterns and take questions. The goal is to capture best practices, ensure quality, and share knowledge to balance generalizability and specificity.
This document summarizes a presentation about changing signature pedagogies for information literacy. It discusses moving away from traditional library instruction that focuses on competencies and "correct" searching, toward approaches that are more student-centered, critical thinking-based, and aim to empower learners. The presenter shares some efforts they have made at their own institution to shift toward pedagogies grounded in compassion and inclusion. They ask for ideas on how to further change traditional library pedagogies at institutional and individual levels.
The document describes the development of an online course for teaching systematic review search strategies. The course was designed using the Community of Inquiry framework to build teaching, social, and cognitive presences. It was implemented in Moodle and included video introductions, peer feedback assignments, and discussion forums. Drop-in sessions were later added using Gather to foster interaction. The course has been run successfully for several iterations, with most students reporting improved skills and confidence in conducting systematic reviews.
The document discusses information literacy as an emerging discipline. It outlines six elements that characterize a discipline: 1) a community of scholars, 2) communication networks, 3) ethical concerns, 4) a tradition and history of inquiry, 5) specific modes of inquiry, and 6) a body of knowledge and curricula. The document argues that recognizing information literacy as a discipline could strengthen the field by facilitating shared vocabulary, integration into curricula, and dialogue about its transdisciplinary nature. Recognizing it as a discipline may also allow for more credit courses and opportunities to discuss related literacies.
The document summarizes efforts at the University of Sheffield Library to reshape information and digital literacy programs. Through action research projects, the library identified opportunities to better integrate information and digital literacy skills into academic programs. Two strategic projects were launched: 1) standardizing reading lists across undergraduate programs and 2) refreshing research skills and critical thinking resources to better support student employability. Next steps include taking a "one university" approach to digital skills and renovating library spaces to support these initiatives.
The document summarizes the creation of an online information literacy program called PACE for lifelong learning students at the Institute of Technology Carlow. It describes developing video modules covering topics like using the physical and online library, conducting research for assignments, and citing references. The program was created in collaboration with the Teaching and Learning Centre during the COVID-19 pandemic to support students learning remotely. Feedback has been positive, and the resource is being expanded and updated to support students' evolving needs.
The document discusses dyslexia and information-seeking. It describes a workshop on the topic which included discussing what is known about dyslexia, participant experiences of information-seeking barriers, and ideas for adapting teaching practices. The participant experiences highlighted difficulties with communicating information needs through keyword selection and spelling, evaluating online information through reading and interpreting, and weakened memory and self-efficacy impacting the process. Workarounds used by participants and ideas for adapting teaching content and practices were also discussed.
This document presents information on genre confusion and disinformation. It aims to explain how disinformation borrows techniques from authoritative genres like news to appear credible. It discusses how cognitive biases and heuristics influence how people evaluate information. The document introduces the IF I APPLY tool for information evaluation to help identify implicit biases. It provides examples of genre confusion beyond fake news and discusses how sources achieve their purpose by exploiting cognitive biases.
The document outlines a presentation and workshop about developing educational design patterns to support students' academic digital competencies. The presentation will define digital competencies, introduce learning design patterns, and describe the workshop. The workshop will have groups produce a draft pattern using a template based on inspiration cards in key digital competency areas. Presenters will then discuss shepherding patterns and take questions. The goal is to capture best practices, ensure quality, and share knowledge to balance generalizability and specificity.
This document summarizes a presentation about changing signature pedagogies for information literacy. It discusses moving away from traditional library instruction that focuses on competencies and "correct" searching, toward approaches that are more student-centered, critical thinking-based, and aim to empower learners. The presenter shares some efforts they have made at their own institution to shift toward pedagogies grounded in compassion and inclusion. They ask for ideas on how to further change traditional library pedagogies at institutional and individual levels.
The document discusses a research study conducted at Imperial College London to understand postgraduate business students' experiences with information literacy (IL) learning. Focus groups were held with 14 students to examine their perceptions of standalone IL teaching sessions, the "find it out yourself" method of learning, and their identity as "tourists" within the academic community of practice. Key findings included that students valued IL sessions but found standalone sessions did not always support focused learning. Students also felt time pressures that reduced prioritization of non-core skills. The study provided insights into enhancing IL teaching and student engagement.
This document summarizes the process of transforming an existing plagiarism guide into a sustainable academic practice toolkit. The authors took an iterative approach, reusing, recycling, and repurposing existing resources. They incorporated active learning principles, formative and summative assessments, and subject-specific elements to create a guide open to all disciplines. Case studies highlight positive feedback from users in African Studies and Chemical Engineering. Future plans include revisiting promotion, review, and creating workshops to undertake similar projects at other institutions.
This document discusses various definitions and approaches to blended learning including active learning, dual delivery, technology-enhanced active learning, and hybrid learning. It also reviews considerations for blended learning approaches relating to resources, support, engagement, equity and inclusion. Regulations from the Office for Students relating to high-quality academic experience and appropriate resources and support are mentioned. Potential contributions from libraries to supporting blended learning approaches and meeting regulatory requirements are briefly touched on.
The document summarizes efforts to connect information literacy and maker literacy at Miami University Regionals' library makerspace. Key points include:
- The library worked with faculty to develop class assignments incorporating the makerspace, with some successes and one failure due to lack of faculty follow through.
- Additional outreach included an information literacy menu, one button studio, classes/projects, and community connections like STEM programs.
- Challenges included failed projects/outreach and lack of assessment, but growth is shown in a survey finding most libraries now have or plan makerspaces.
This document outlines the development of a HEA accredited teaching course for librarians. It began as a 3 day in-person course in 2013 and has since evolved into a 6 month online course. The course covers topics like learning theories, inclusive teaching, and using a backwards design model. Assessments include a teaching portfolio and delivering a 15 minute "nano-teach" session. Learners reported an average increase in confidence and experience, and that the course increased their pedagogical knowledge and ability to deliver inclusive teaching. Next steps include pursuing formal accreditation and creating an ongoing learning community.
This document summarizes the initial findings from a research project exploring students' information literacy and the transition to university education. It finds that while students have a good understanding of concepts like referencing and plagiarism, they struggle more with skills like searching, organizing, and critically analyzing information. The document also notes differences in skills and preparedness between sixth form and undergraduate students, and questions how to better support the transition between educational levels through improved communication.
This document discusses revising the research consultation model at Indiana University's Learning Commons Research Desk to be more inquiry-based and dialogic. It draws from learning theories like inquiry-based learning and dialogic learning to make consultations more collaborative and student-centered. An example consultation is provided that focuses on developing transferable skills through strategizing search terms and sources for a student's research topic. The goal is to engage students more in driving their own learning through discussion rather than a transactional exchange.
The document discusses the creation of animated videos and interactive elements by library staff at City, University of London to teach students about OSCOLA referencing and copyright. Powtoon software was used to create engaging animations about OSCOLA basics, citing and referencing, and avoiding plagiarism. H5P was used to add interactive quiz elements to test student understanding. The videos were well-received, with increased complex questions from students. The library staff shared their experience using the tools and discussed ideas for future expansions, such as incorporating other technologies like Camtasia and creating a copyright video.
WHAT IS A DIGITAL LIBRARY? EXPLAIN NDLI AND ITS CONTRIBUTION.`Shweta Bhavsar
The document discusses digital libraries and the National Digital Library of India (NDLI). It defines a digital library as a collection of information stored in digital formats and accessible online. It explains that NDLI is a virtual repository that provides a single search window for educational resources from libraries across India. The NDLI aims to make quality education accessible to all Indians anytime, anywhere. It contains over 4.8 crore resources in 300 languages covering all subject areas from 278 sources. The NDLI aims to bridge the gap in access to education and further the Indian government's goal of improving learning.
Great School Libraries! Powering learning, teaching and literacyCILIP
Great school libraries and librarians can make a positive impact on learning, teaching, and the whole school. They support students by developing independent learning, literacy skills, and digital skills. They support teachers through curriculum resources, collaboration on lessons, and professional development. They benefit the whole school by creating inspiring learning spaces, supporting wellbeing, and being a community hub. Research shows schools with strong library programs see higher test scores, engagement, and overall achievement from students.
This document discusses reading lists and their purpose. It introduces the topic by questioning what the point of reading lists are and who thinks they have a point. It then outlines an agenda to cover an introduction and background, why suggested reading is messy, the expectation gap between reading lists and what they can realistically achieve, and how reading lists can be used as a pedagogic tool.
This document discusses the impact of information and communication technologies (ICT) on libraries and librarians. It notes that ICT has changed libraries by making information digital, enabling online access and resource sharing, and shifting users from physical to digital access. This has impacted librarian roles and required new skills in ICT. The document outlines how libraries must integrate ICT and train librarians in its use to remain relevant information centers in a digital society.
The document provides information about the IFLA BibLibre International Library Marketing Award. The objectives of the award are to reward the best library marketing projects worldwide, encourage marketing in libraries, and allow libraries to share marketing experiences. Any library worldwide that markets its products or services can apply. Applications must be submitted in one of seven IFLA languages and include an original marketing project proposal that answers application questions and describes the benefits, components, targeted customers, marketing strategy, and results of the project. Proposals will be judged on their strategic approach, creativity, potential for visibility and support, effectiveness, and commitment to ongoing marketing activities.
Information Seeking Behaviour in Electronic Environment: Issues and TrendsDebashisnaskar
This document discusses information seeking behavior and the basic elements of information search systems. It covers models of information seeking behavior such as Wilson's 1981 model and Kuhlthau's six stage model. Recent trends in information seeking behavior are also examined, such as the impact of the internet and Google in particular. The document concludes that while technology has greatly affected the information environment, libraries still play an important role by digitizing materials, improving online interfaces, and helping users adapt to changing information needs and resources.
This document discusses several cognitive models of information retrieval, including the Ellis model, Bates model, and Ingwersen's cognitive model. The Ellis model describes different features of information seeking behavior, such as starting, chaining, browsing, differentiating, monitoring, extracting, verifying, and ending. The Bates model describes a four layer structure including infrastructure, content with metadata structure, information retrieval systems, and human user searching activities. Ingwersen's cognitive model focuses on the interaction between users and information retrieval systems and the cognitive transformations involved in problem-solving and identifying relevant information objects.
This document summarizes a workshop on designing effective micro-learning materials for information literacy. The workshop covers introducing micro-learning and why it suits student needs, separating necessary from nice-to-know content using strategies like determining learning objectives and audience needs, and provides tools and examples for building engaging micro-learning modules with effective design principles. Participants engage in activities to practice sorting content and designing a sample module. The workshop aims to help create a flexible and sustainable information literacy program at Maastricht University that embraces student-centered learning.
This document discusses the role of libraries in knowledge management. It begins by defining information, knowledge, knowledge management, and the differences between information management and knowledge management. It then examines how the rise of knowledge management has increased questions for librarians about their role. The document proposes that librarians and libraries should take a leadership role in knowledge management by developing knowledge resources, facilitating knowledge sharing and networking, leveraging information technology, and improving user services to support knowledge creation and access.
This document discusses the impact of information and communication technologies (ICT) on libraries and the changing role of librarians. It outlines how ICT has led to the automation of library operations and services, including the creation of digital libraries and institutional repositories. The document also lists the skills librarians require to implement and manage ICT, such as knowledge of software, networking, metadata, and various library services like cataloging and reference services. It emphasizes that ICT is crucial for libraries to meet growing user demands in the current digital environment.
Wilson's 1996 model of information behavior expanded on his 1981 model. The 1996 model explains why information seeking occurs in response to some needs more than others, why some information sources are used more, and how self-efficacy influences meeting information goals. The model includes theoretical concepts like stress/coping theory, risk/reward theory, and social learning theory. It represents a major revision that draws from various fields and makes it a richer source of hypotheses than the 1981 model.
The document discusses innovations in libraries, focusing on the experience of the Dora Gabe District Library in Dobrich, Bulgaria. It describes how the library has introduced new services enabled by information and communication technologies, such as virtual reference, electronic document delivery, and distance learning opportunities. These innovations help the library meet users' evolving needs and play a role in e-government initiatives at the local and national level.
This document discusses the importance of teaching research skills to students. It notes that we live in an information-rich society where the amount of information doubles every few years. Traditional research skills like using libraries and citing sources need to be supplemented with newer skills like information literacy, media literacy, visual literacy, and comprehending informational text. Research skills are important life skills that help create lifelong learners and are valued by employers. For students to be successful, research skills need to be taught across disciplines beginning in early grades and modeled consistently over multiple years.
The document discusses a research study conducted at Imperial College London to understand postgraduate business students' experiences with information literacy (IL) learning. Focus groups were held with 14 students to examine their perceptions of standalone IL teaching sessions, the "find it out yourself" method of learning, and their identity as "tourists" within the academic community of practice. Key findings included that students valued IL sessions but found standalone sessions did not always support focused learning. Students also felt time pressures that reduced prioritization of non-core skills. The study provided insights into enhancing IL teaching and student engagement.
This document summarizes the process of transforming an existing plagiarism guide into a sustainable academic practice toolkit. The authors took an iterative approach, reusing, recycling, and repurposing existing resources. They incorporated active learning principles, formative and summative assessments, and subject-specific elements to create a guide open to all disciplines. Case studies highlight positive feedback from users in African Studies and Chemical Engineering. Future plans include revisiting promotion, review, and creating workshops to undertake similar projects at other institutions.
This document discusses various definitions and approaches to blended learning including active learning, dual delivery, technology-enhanced active learning, and hybrid learning. It also reviews considerations for blended learning approaches relating to resources, support, engagement, equity and inclusion. Regulations from the Office for Students relating to high-quality academic experience and appropriate resources and support are mentioned. Potential contributions from libraries to supporting blended learning approaches and meeting regulatory requirements are briefly touched on.
The document summarizes efforts to connect information literacy and maker literacy at Miami University Regionals' library makerspace. Key points include:
- The library worked with faculty to develop class assignments incorporating the makerspace, with some successes and one failure due to lack of faculty follow through.
- Additional outreach included an information literacy menu, one button studio, classes/projects, and community connections like STEM programs.
- Challenges included failed projects/outreach and lack of assessment, but growth is shown in a survey finding most libraries now have or plan makerspaces.
This document outlines the development of a HEA accredited teaching course for librarians. It began as a 3 day in-person course in 2013 and has since evolved into a 6 month online course. The course covers topics like learning theories, inclusive teaching, and using a backwards design model. Assessments include a teaching portfolio and delivering a 15 minute "nano-teach" session. Learners reported an average increase in confidence and experience, and that the course increased their pedagogical knowledge and ability to deliver inclusive teaching. Next steps include pursuing formal accreditation and creating an ongoing learning community.
This document summarizes the initial findings from a research project exploring students' information literacy and the transition to university education. It finds that while students have a good understanding of concepts like referencing and plagiarism, they struggle more with skills like searching, organizing, and critically analyzing information. The document also notes differences in skills and preparedness between sixth form and undergraduate students, and questions how to better support the transition between educational levels through improved communication.
This document discusses revising the research consultation model at Indiana University's Learning Commons Research Desk to be more inquiry-based and dialogic. It draws from learning theories like inquiry-based learning and dialogic learning to make consultations more collaborative and student-centered. An example consultation is provided that focuses on developing transferable skills through strategizing search terms and sources for a student's research topic. The goal is to engage students more in driving their own learning through discussion rather than a transactional exchange.
The document discusses the creation of animated videos and interactive elements by library staff at City, University of London to teach students about OSCOLA referencing and copyright. Powtoon software was used to create engaging animations about OSCOLA basics, citing and referencing, and avoiding plagiarism. H5P was used to add interactive quiz elements to test student understanding. The videos were well-received, with increased complex questions from students. The library staff shared their experience using the tools and discussed ideas for future expansions, such as incorporating other technologies like Camtasia and creating a copyright video.
WHAT IS A DIGITAL LIBRARY? EXPLAIN NDLI AND ITS CONTRIBUTION.`Shweta Bhavsar
The document discusses digital libraries and the National Digital Library of India (NDLI). It defines a digital library as a collection of information stored in digital formats and accessible online. It explains that NDLI is a virtual repository that provides a single search window for educational resources from libraries across India. The NDLI aims to make quality education accessible to all Indians anytime, anywhere. It contains over 4.8 crore resources in 300 languages covering all subject areas from 278 sources. The NDLI aims to bridge the gap in access to education and further the Indian government's goal of improving learning.
Great School Libraries! Powering learning, teaching and literacyCILIP
Great school libraries and librarians can make a positive impact on learning, teaching, and the whole school. They support students by developing independent learning, literacy skills, and digital skills. They support teachers through curriculum resources, collaboration on lessons, and professional development. They benefit the whole school by creating inspiring learning spaces, supporting wellbeing, and being a community hub. Research shows schools with strong library programs see higher test scores, engagement, and overall achievement from students.
This document discusses reading lists and their purpose. It introduces the topic by questioning what the point of reading lists are and who thinks they have a point. It then outlines an agenda to cover an introduction and background, why suggested reading is messy, the expectation gap between reading lists and what they can realistically achieve, and how reading lists can be used as a pedagogic tool.
This document discusses the impact of information and communication technologies (ICT) on libraries and librarians. It notes that ICT has changed libraries by making information digital, enabling online access and resource sharing, and shifting users from physical to digital access. This has impacted librarian roles and required new skills in ICT. The document outlines how libraries must integrate ICT and train librarians in its use to remain relevant information centers in a digital society.
The document provides information about the IFLA BibLibre International Library Marketing Award. The objectives of the award are to reward the best library marketing projects worldwide, encourage marketing in libraries, and allow libraries to share marketing experiences. Any library worldwide that markets its products or services can apply. Applications must be submitted in one of seven IFLA languages and include an original marketing project proposal that answers application questions and describes the benefits, components, targeted customers, marketing strategy, and results of the project. Proposals will be judged on their strategic approach, creativity, potential for visibility and support, effectiveness, and commitment to ongoing marketing activities.
Information Seeking Behaviour in Electronic Environment: Issues and TrendsDebashisnaskar
This document discusses information seeking behavior and the basic elements of information search systems. It covers models of information seeking behavior such as Wilson's 1981 model and Kuhlthau's six stage model. Recent trends in information seeking behavior are also examined, such as the impact of the internet and Google in particular. The document concludes that while technology has greatly affected the information environment, libraries still play an important role by digitizing materials, improving online interfaces, and helping users adapt to changing information needs and resources.
This document discusses several cognitive models of information retrieval, including the Ellis model, Bates model, and Ingwersen's cognitive model. The Ellis model describes different features of information seeking behavior, such as starting, chaining, browsing, differentiating, monitoring, extracting, verifying, and ending. The Bates model describes a four layer structure including infrastructure, content with metadata structure, information retrieval systems, and human user searching activities. Ingwersen's cognitive model focuses on the interaction between users and information retrieval systems and the cognitive transformations involved in problem-solving and identifying relevant information objects.
This document summarizes a workshop on designing effective micro-learning materials for information literacy. The workshop covers introducing micro-learning and why it suits student needs, separating necessary from nice-to-know content using strategies like determining learning objectives and audience needs, and provides tools and examples for building engaging micro-learning modules with effective design principles. Participants engage in activities to practice sorting content and designing a sample module. The workshop aims to help create a flexible and sustainable information literacy program at Maastricht University that embraces student-centered learning.
This document discusses the role of libraries in knowledge management. It begins by defining information, knowledge, knowledge management, and the differences between information management and knowledge management. It then examines how the rise of knowledge management has increased questions for librarians about their role. The document proposes that librarians and libraries should take a leadership role in knowledge management by developing knowledge resources, facilitating knowledge sharing and networking, leveraging information technology, and improving user services to support knowledge creation and access.
This document discusses the impact of information and communication technologies (ICT) on libraries and the changing role of librarians. It outlines how ICT has led to the automation of library operations and services, including the creation of digital libraries and institutional repositories. The document also lists the skills librarians require to implement and manage ICT, such as knowledge of software, networking, metadata, and various library services like cataloging and reference services. It emphasizes that ICT is crucial for libraries to meet growing user demands in the current digital environment.
Wilson's 1996 model of information behavior expanded on his 1981 model. The 1996 model explains why information seeking occurs in response to some needs more than others, why some information sources are used more, and how self-efficacy influences meeting information goals. The model includes theoretical concepts like stress/coping theory, risk/reward theory, and social learning theory. It represents a major revision that draws from various fields and makes it a richer source of hypotheses than the 1981 model.
The document discusses innovations in libraries, focusing on the experience of the Dora Gabe District Library in Dobrich, Bulgaria. It describes how the library has introduced new services enabled by information and communication technologies, such as virtual reference, electronic document delivery, and distance learning opportunities. These innovations help the library meet users' evolving needs and play a role in e-government initiatives at the local and national level.
This document discusses the importance of teaching research skills to students. It notes that we live in an information-rich society where the amount of information doubles every few years. Traditional research skills like using libraries and citing sources need to be supplemented with newer skills like information literacy, media literacy, visual literacy, and comprehending informational text. Research skills are important life skills that help create lifelong learners and are valued by employers. For students to be successful, research skills need to be taught across disciplines beginning in early grades and modeled consistently over multiple years.
Information Literacy, Libraries, and Virtual Schools: New Standards for New M...alexrhodges
This roundtable focused conversation on how the emerging information literacy framework (ACRL, 2015) impacts libraries in virtual schooling environments. Participants discussed K-12 and higher education students' development of information literacy as a series of threshold concepts and metaliteracies (Mackey & Jacobson, 2011, 2014; Townsend, Brunetti, & Hofer, 2011). Participants also examined what the evolving information literacy framework means for virtual schools, libraries, teachers and librarians.
Hodges, A. & Ochoa, M. (2015). Information Literacy, Libraries, and Virtual Schools: New Standards for New Modalities. In D. Slykhuis & G. Marks (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (p. 2168). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
The study sought to establish the impact of electronic information services (EIS) on students and alumni of Glasgow Caledonian University. Questionnaires were distributed to current students and alumni to collect both quantitative and qualitative data on EIS usage and information literacy. The data was analyzed to compare results between groups and identify commonly used resources. It was found that respondents understood the concept of information literacy, which alumni felt gave them an advantage in their careers. Unemployed alumni were less engaged with information literacy skills. The study concluded that information literacy skills learned in university could be directly applied and useful in the workplace.
Information is Social: Information Literacy in Contextjhoyer
The document discusses how traditional concepts of information literacy focus on academic environments and fail to address information practices in other contexts like non-profits. It describes a youth internship program run by the Edmonton Social Planning Council that teaches information literacy skills applicable to community and social justice work. Through projects on topics like community gardens and at-risk youth, interns learn about evaluating grey literature, networking, nonprofit writing and communication skills. The program provides an alternative model of teaching information literacy through real-world experience and understanding how social context shapes information use.
Understanding Online Reading Comprehension, Collaboration, and Digital Inquir...Julie Coiro
The document provides an overview of Julie Coiro's research on online reading comprehension, collaboration, and digital inquiry. It discusses three key areas: 1) Expanding online reading with critical literacy practices, 2) Capturing dimensions of collaboration and deliberation with multiple-source inquiry tasks, and 3) Defining the construct of collaborative online inquiry and deliberation. The document outlines several studies and projects that Coiro has conducted to better understand and measure online reading comprehension, critical evaluation of online sources, and collaborative problem solving in digital environments.
Becoming Information Literate: transition from academia to the workplace - workshop was given by Jim McCloskey of Wilmington University at the annual MLA/DLA Joint State Conference 2016
Information Literacy Instruction: Ideas for Teaching College Students Essenti...meganbheuer
What is information literacy? Why is it important for art students? How are Millennial students’ information seeking different? What does this all mean for how we teach our students?
Learning Analytics & the Changing Landscape of Higher Educationalywise
This document discusses learning analytics and the changing landscape of higher education. It provides an overview of how learning analytics uses data science methods to generate insights from educational data to directly impact teaching and learning. These insights can benefit various stakeholders, including instructors, students, advisors, and administrators. The author also discusses how the shift to remote learning due to COVID-19 has increased the importance of data-informed decision making. Learning analytics has the potential to provide insights for improving the experiences of both instructors and students during this transition period.
High School to College: Preparing for College Researchbwest2
This document discusses preparing high school students for college-level research. It begins by noting a gap between what high school teachers expect students to know and what college professors expect. The workshop aims to discuss Common Core standards, college research expectations, and strategies to improve high school student research readiness. It outlines faculty research assignment expectations and national ACRL standards. While students are proficient with everyday online research, they struggle with academic research skills like evaluating sources and citing properly. The document suggests long-term and short-term classroom activities as well as collaborating with school librarians to better prepare students before college.
The document discusses efforts by Johnson & Wales University librarians Joe Eshleman and Richard Moniz to improve students' ability to evaluate information sources. They designed class exercises where students individually evaluated sources for a research assignment and received feedback. Student and instructor feedback indicated the exercises improved students' critical evaluation skills. The librarians shared their approach and findings to help other instructors implement similar exercises in their courses.
Slides from Keynote presentation at the University of Southern California's 2015 Teaching with Technology annual conference.
"9:15 am – ANN Auditorium
Key Note: What Do We Mean by Learning Analytics?
Leah Macfadyen, Director for Evaluation and Learning Analytics, University of British Columbia
Executive Board, SoLAR (Society for Learning Analytics Research)
Leah Macfadyen will define and explore the emerging and interdisciplinary field of learning analytics in the context of quantified and personalized learning. Leah will use actual examples and case studies to illustrate the range of stakeholders learning analytics may serve, the diverse array of questions they may be used to address, and the potential impact of learning analytics in higher education."
Dubrovnik Libraries In The Digital Age Conference June 2006Pino Calambrogio
The document discusses how school libraries can help students learn in digital environments. It summarizes research showing that school libraries help students with getting information, developing information literacy skills, school work, reading interests, and independent learning. The research tracked changes in students' knowledge, feelings, and study approaches during inquiry projects. It found that students primarily increased their factual knowledge but did not deeply integrate or synthesize information. Some students took an additive approach by listing facts, while others took a more integrative approach by building explanations and conclusions.
Scholarly communication competencies: An analysis of confidence among Austral...Danny Kingsley
These slides are from a talk given on 19 January 2022 CISC Research Seminar at Charles Sturt University.
The paper to which these slides talk is available at: https://dx.doi.org/10.25911/45BB-9Y24
ABSTRACT: This talk will discuss the results from a nationwide survey of the level of confidence that librarians working in scholarly communication in Australia and New Zealand have in their current competencies. The work showed that while respondents were generally confident across seven competency areas (Institutional repository management, Publishing services, Research practice, Copyright services, Open access policies and scholarly communication landscape, Data management services, and Assessment and impact metrics), the majority combined their scholarly communication tasks with other roles. There are challenges across the sector in updating skills and knowledge to keep abreast of current trends and developments were identified. This work has significant implications for improving both the education provision in this area and creating more professional development opportunities.
This document proposes ways that learning technologies and social media could be used to support an undergraduate information literacy program. It discusses using tools like learning management systems, embedded guides, modules and the point-of-need approach to deliver library instruction within online courses. It also analyzes how social media platforms like Facebook, Twitter and Pinterest align with student demographics and could be leveraged for outreach to digital natives. The document argues for user-centered, customizable approaches that meet students in online spaces and connect library resources to their courses.
1) Information literacy is a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate, and effectively use that information.
2) There are five national standards for information literacy which include determining information needs, accessing information effectively, evaluating information sources critically, using information effectively, and understanding legal and ethical issues related to information use.
3) The workshop provided an overview of information literacy and tools for instructors to integrate information literacy skills and assessments into their course assignments.
Presentation on the trends in formation literacy, standards for planning information literacy programs, learning styles and the application to learning information skills, and assessment tools.
Currents in Information Literacy: Standards, Lessons, and Learners Standards,...guest92c850
The document discusses challenges and strategies for teaching information literacy. It summarizes standards and assessments for information literacy from organizations like AASL/AECT and ACRL. The document also discusses challenges of implementing information literacy on university campuses due to different priorities between librarians and faculty. It proposes teaching strategies like inquiry-based learning, problem-based learning, and project-based learning to develop students' information literacy skills.
The document summarizes a presentation about assessing the information literacy of health students. It discusses differences between students and experts, across academic disciplines, and between computer skills and information literacy skills. It also explores how educators can increase the quality of references cited in student papers. The presentation shares past research findings on these topics and results from the presenters' Research Readiness Self-Assessment (RRSA) tool, which provides students individual feedback to improve their skills.
Dr Bruce Ryan and colleagues from Edinburgh Napier University conducted a systematic literature review on information literacy and its impacts on society. They analyzed over 7,000 documents and found research is most comprehensive in education and health, while themes like citizenship and primary education are underrepresented. Barriers to information literacy included lack of government support and inappropriate teaching methods, while enablers included national frameworks and collaboration between librarians and educators. The researchers were unable to determine the most effective research methodologies for creating societal change due to a lack of robust evidence.
This document provides guidance on optional communication stickers that can be used during a session to indicate preferences for social interaction. It describes three sticker options: a green rectangle for being open to interaction, a yellow diamond for being open to either initiating or receiving interaction, and a red circle for preferring no interaction. This is an example of an activity used in a pre-enrollment session for autistic students.
This document summarizes a library instruction activity that aims to encourage learners to develop context-specific research plans. It does this by having learners unpack assumptions about what constitutes legitimate research and knowledge. Through discussion and reflection, learners consider how power shapes what is considered credible research and how mainstream institutions contribute to information hierarchies. The goal is for learners to contextualize academic institutions within broader information landscapes and consider ways of knowing that do not adhere to traditional academic paradigms in order to develop more equitable research practices.
Increasing the impact of information literacy (IL) requires raising awareness of what IL is, standardizing IL instruction across institutions and disciplines, introducing IL earlier in schools, illustrating its importance beyond education, making IL relevant to people's lives, and leveraging recognition that IL is needed to address information challenges in society.
This document outlines a creative library workshop aimed at liberating the library through information creation. The workshop includes several hands-on activities like collage making, blackout poetry, and fidget toy making. It also discusses learning outcomes around understanding the relationship between information creation and library liberation. The workshop is meant to establish collective hope for future library events and ends with participants sharing what they hope for in the coming months.
This document provides an overview of a session on accessibility in PowerPoint presentations. The session aims to explain the importance of accessibility, identify common issues, and provide tips for making PowerPoint presentations more accessible. It discusses common misconceptions about accessibility and the benefits of universal design. The session includes an activity for attendees to review examples and practice applying tips. These tips include using the accessibility checker, proper font sizes, color contrast, logical reading order, meaningful table formatting, alt text for images, and providing editable files. The session emphasizes an approach of prioritizing accessibility by default.
The document discusses April Manabat's experiences as an instruction librarian at Nazarbayev University in Astana, Kazakhstan. She outlines some of the challenges of the role, including teaching anxiety, imposter syndrome, and incorporating culturally responsive teaching into library instruction. She then provides practical tips for instruction librarians to thrive in their work, such as preparing well, communicating effectively, facilitating active learning, and engaging in reflection. The talk concludes with case studies to prompt discussion around handling challenging situations that instruction librarians may face.
This document discusses narrative inquiry as an approach for information literacy research. It defines narrative inquiry as understanding experience as a storied phenomenon through collaboration between researcher and participants over time. The document provides an example of a story from one of the author's pilot interviews. It discusses using narrative thinking to retell participants' stories and considering elements like interaction, continuity and situation. The author proposes using multiple approaches to storying data, including poetic transcription. Challenges of narrative inquiry include time, data volume and publishing conventions. The document argues narrative inquiry provides an opportunity for information literacy research by exploring lived experience as a storied phenomenon.
The document summarizes the results of a survey about integrating artificial intelligence (AI) literacy instruction in academic libraries. It was distributed to academic librarians via email lists from September to October 2023. The survey included demographic, instruction experience, and attitude questions. Most respondents were from doctoral universities and identified as mid-career. Respondents reported a moderate level of experience and comfort with teaching AI literacy. The "Research as Inquiry" and "Information Has Value" ACRL frames best aligned with AI literacy lessons. Topics covered included evaluating AI-generated text, ethics, and plagiarism detection. Qualitative analysis of open-ended responses found one librarian took an approach of educating others on AI instead
This document summarizes a co-creation project between university staff and students to create online guides for incoming students. Students helped plan and create content for a website about what a typical week is like at the university. The project aimed to give students ownership and share expertise between students and staff. Evaluation found high website usage and positive feedback from participants who felt they learned from each other. The reciprocal nature of co-creation allowed different perspectives to be shared and helped position all participants as both learners and teachers. Future co-creation would benefit from more guidance for students and collaborating across departments.
The document summarizes a presentation on linking information literacy and digital literacy in teaching. It discusses using AI tools like ChatGPT in a plagiarism workshop to make digital literacy aspects more explicit. The presentation defines information literacy and digital literacy, examines frameworks that link the two literacies, and provides an example workshop exploring how AI tools fit within definitions of plagiarism and scientific integrity. It encourages viewing the literacies as complementary and making digital aspects explicit as an initial step in education. The document concludes by inviting audience feedback on experimenting with AI tools.
More from IL Group (CILIP Information Literacy Group) (20)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Factors that Impact the Relevance of Information Literacy to College Students: The Kaleidoscope Effect - Dr. Karen F. Kaufmann
1. Factors that Impact the Relevance
of Information Literacy to College
Students: The Kaleidoscope Effect
Dr. Karen F. Kaufmann
LILAC Conference, Monday, April 11, 2022 Manchester, UK
3. Mixed Method Cross-Sectional Explanatory
Sequential Research Design
SETTINGS: Online Survey (n=134) / Four Focus Groups (n=10)
SAMPLING: Purposive/ Non-Random Undergraduates
MEASURES: Cross-sectional Survey and Focus Groups
4. Stage One- Online Survey identified student perceptions of
the relevance of information literacy to their academic
work.
Stage Two – Focus Groups identified factors that make
information literacy relevant to academic work.
5. DefiningTerms:
Socio-Cognitive
Relevance
Socio
Usefulness is defined as your perception
of how valuable or essential the
application of an information
competency is to the completion of your
paper assignment
Cognitive
Meaningfulness is defined as your view
or judgment of when information
competencies are important for the
completion of your assignment.
6. InformationLiteracyCompetencies
ILC ILC Description
1 Incorporate new information into your current knowledge.
2 Determine or identify the information needed for your assignment.
3 Select sources that meet your task (assignment) requirements.
4 Select sources that are academic-created by experts or scholars and provide evidence for your writing making
you a contributor to conversation in the academic community.
5 Evaluate information critically for its usefulness or ability to add value to your work.
6 Use information for your assignment considering economic, legal and social issues.
7 Recognize that information has value.
8 Use academic sources to follow your curiosity about the topic and expand your knowledge.
9 Use a process for information gathering.
10 Strategically explore and search; building a process of exploring, selecting and organizing information for
academic work.
7. Survey–
KeyFindings
Information Literacy is perceived as socio-
cognitively relevant – useful and
meaningful- when used for an academic
assignment.
Students perceive information literacy to be
highly relevant to their academic work
User relevance of information literacy is not
bound by :
• age
• gender
• academic status
• academic program
• student status
• required sources for an assignment
• perceptions of information literacy
improvement to complete an assignment
“Relevance is timeless. Concerns about
relevance will always be timely.“
(Saracevic, 2007)
8. Focus Group Key Findings:
Factors that make Information Literacy Relevant to
College Students
Uber Factor - Knowledge Base
9 Key Factors
↔
↕
11 Dimensional Factors
Digital Literacy
User Friendliness in Digital Environments
User Experience in Digital Environments
Current Information
Authoritative Sources
ILC Articulated
ILC Integration
ILC Instruction
Personal Relevance
Professional Relevance
Organizing Information
Comprehension
Specific Academic Discipline
Information Literacy Competency Awareness
Acquiring New Knowledge
Real World Application
Research Process
Critical Thinking
The Scholarly Conversation
Curiosity/Passion/Motivation
(Kaufmann, 2018)
13. Discussion Points & Implications of Findings
Enriching Information Literacy
“The most prominent and consistent determinant of information literacy competencies is
student perception.” (Poll & Payne, 2006, p. 132)
User relevance: A Pragmatic Building Block of Sociocognitive Relevance in Information
Science
“The relevance of a piece of information is relevant to its user”
(Van der Henst, J B, Sperber, & Politzer, 2002, p. 4)
Knowing student perceptions of the relevance of IL can Facilitate Student Success in Academic
Work
“Perceptions are important because they make up or influence our internal
organization of data.” (Graham, Unruh, & Jennings, 1999, p. 1).
14. SmallGroup
Discussions
Prompt 1
How could the Factors of
Information Literacy Relevance
impact your work?
Prompt 2
How might The Information
Literacy Kaleidoscope Effect
impact how we teach, talk, and
integrate Factors of Information
Literacy Relevance into our work?
17. How does metacognition, the
kaleidoscope effect and the relevance
factors of IL resonate with your
information literacy work?
ⓘ Start presenting to display the poll results on this slide.
18. How can we apply the kaleidoscope
effect to our information literacy work?
ⓘ Start presenting to display the poll results on this slide.
19. Please rate the importance of the
kaleidoscope effect and factors of IL
relevance to your work.
ⓘ Start presenting to display the poll results on this slide.
21. Karen F. Kaufmann, PhD
Research & Instruction
Librarian, Professor
Seminole State College of
Florida
Email:
kaufmannk@seminolestate.edu
Telephone: +13212745841
Twitter: @literacyfan
22. References
American Library Association. (2000). Information literacy competency standards for higher education. Retrieved July 3, 2017 from
http://www.ala.org/acrl/standards/informationliteracycompetency
Association of College and Research Libraries. (2016). Framework for information literacy for higher education. Retrieved July 3, 2017 from
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/infolit/Framework_ILHE.pdf
Borlund, P. (2003). The concept of relevance in IR. Journal of the American Society for Information Science and Technology, 54(10), 913–925.
Cosijn, E., & Ingwersen, P. (2000). Dimension of relevance. Information Processing and Management, 36(4), 533–550.
Graham, G. H., Unruh, J., & Jennings, P. (1991). The impact of nonverbal communication in organizations: A survey of perceptions. Journal of
Business Communication, 28, 45-62. doi:10.1177/002194369102800104
Hjørland, B. (2002). Epistemology and the socio-cognitive perspective in information science. Journal of the American Society for Information Science
and Technology, 53(4), 257–270.
Hjørland, B. (2004). Domain analysis: A socio-cognitive orientation for information science research. ASIS&T Bulletin February/March 2004, 30(3).
Hjørland, B. (2010). The foundation of the concept of relevance. Journal of the American Society for Information Science and Technology, 61(2), 217–
237. doi: 10.1002/asi.21261
Li, H. (2007). Information literacy and librarian-faculty collaboration: A model. Chinese Librarianship, 24.
Poll, R., & Payne, P. (2006). Impact measures for libraries and information services. Library Hi Tech, 24(4), 547–562.
Saracevic, T. (1975). Relevance: A review of and a framework for the thinking on the notion in information science. Journal of the American Society
for Information Science, 26(6), 343.
Saracevic, T. (1996). Relevance reconsidered. In: Proceedings of the Second Conference on Conceptions of Library and Information Science (CoLIS 2),
201–218.
Saracevic, T. (2007). Relevance: A review of the literature and a framework for thinking on the notion in information science. Part II: Behavior and
effects of relevance. Journal of the American Society for Information Science and Technology, 58(13), 1915–1933. doi: 10.1002/asi.20681
Van der Henst, J.-B., Sperber, D., & Politzer, G. (2002). When is a conclusion worth deriving? A relevance-based analysis of indeterminate
relational problems. Thinking and Reasoning, 8(1), 1-20. doi:10.1080/13546780143000071
Wilson, D., & Sperber, D. (2004). Relevance theory. In: L. R. Horn, & G. Ward (Eds.), The Handbook of Pragmatics (pp. 607–632). Blackwell: Oxford.
Thank you!
Editor's Notes
This presentation will introduce findings from my recent doctoral research investigating the relevance of information literacy to college students when applied to an academic assignment or task. The research design was a two-stage sequential mixed methods pragmatic study, using relevance theory as the theoretical framework. Certain Factors of Relevance were discovered from the stage one survey, and the Kaleidoscope Effect was unveiled from the stage two focus groups.
The Primary Research Question asked… (read slide)
presentation is college student perceptions of the relevance of information literacy to their academic
work
The study usedrelevance theory as the theoretical framework and pragmatic paradigm to guide the methodology to provide a suitable mixed methods pragmatic approach for the research question(s) and research design.
With pragmatism as the epistemological frame and pragmatic methodological approach, the problem to be investigated is to explore how information literacy competencies used by students are relevant to their academic work.
As already noted, the research design was a
two-stage sequential mixed-methods pragmatic study using relevance theory
as the theoretical framework.
Stage one was an online survey and participants identified their perceptions of the
relevance of information literacy when applied to an academic assignment the
second stage or stage 2 used focus groups which identified factors that
make information literacy relevant to academic work
In order to measure user relevance, it was essential to operationalize terms to define sociocognitive relevance. The terms usefulness and meaningfulness, having been defined and operationalized, were used in the survey to quantiatively measure student perceptions of ILC – using a 5 point Likert type scale.
Sociocognitive relevance (two prongs communicative and cognitive – situated in relevance theory. The term usefulness was used to measure the communicative or socio prong; and the term meaningfulness was used to measure the cognitive prong.
For this study, information literacy competencies specific to higher education were described using the recently adopted ACRL Framework and Threshold Concepts (2015) in combination with the ACRL Standards (2000).
__________________________________________________________________________________________________________________________________________________________________________________________________
Purposive – students with required writing assignment with citations – participant pool = 392 studentsCross – Sectional – by academic program (10 - 37.5% Business (n=42), 16.1% Legal Studies (n=18), 13.4% Health Science (n=15), 12.5% Information Technology (n=14),8% Nursing (n=9), 6.3% Liberal & Performing Arts (n=7), 4.5% Engineering (n=5), 1.8% Undecided (n=2). ), academic status(senior, junior, sophomore, freshman) , student status (AA,/AS, BS, dual enrollment) , age, gender, and the required sources for the academic writing assignment
in order to measure
user relevance it was essential to operationalize terms and to define social cognitive relevance there are two
prongs to socio cognitive relevance situated in relevance theory the
communicative or socio prong and then the cognitive prong so the term
usefulness relating to the notion of value or essentiality was used to
measure the communicative or socio prong the meaningfulness relating to importance
was used to measure the cognitive pawn these terms were more fully defined in a
study for users this study also information literacy competencies
specific to higher education were described using the recently adopted ACRL framework and threshold concepts in
combination with the acrl standards i
Let's take a look at the stage 1 survey and key findings that came out of
that stage of the investigation first the survey identified that information
literacy is perceived as socio cognitively relevant or useful and meaningful when used for an academic
assignment by college students this also perceived that information literacy is
highly relevant to their academic work another key finding was that user
relevance of information literacy is not bound according to student perceptions by age or gender or academic status
their academic program student status requires sources for an assignment
and then also perceptions of information literacy their own perception of
improvement of information literacy to complete an assignment this was
important because previous information literacy studies had looked at some of these demographic types of variables as
perhaps impactful and this study of user relevance found that these weren't
really factors that were significant in the bottom corner of this slide you'll
see a quote from Tefkco Saracevic who's done quite a bit of research and writing
in regarding or surrounding relevance mostly system relevance but also user
relevance and he says that relevance is timeless and that concerns about relevance will always be timely before
moving ahead I just want to note that the survey included 134 participants the
survey was developed and piloted and then a test retest criteria was used to
verify reliability the pilot survey also served to affirm validity of defined
variables and operational terms next slide let's take a look at the stage two
the survey included 139 participants the
survey was developed and piloted and then a test retest criteria was used to
verify reliability the pilot survey also served to affirm validity of defined
variables and operational terms
Let’s look at the qualitative focus group findings:
The Factors that make IL useful and meaningful (SCR) to students are dimensional, dynamic, variegated, and diverse while at the same time are intertwined and influence the impact the usefulness and meaningfulness of ILC when applied to student academic work. This relationship between the factors might be described as a kaleidoscope—reflective and intertwined.
Three types of Factors were identified: an Uber -Factor, nine Key Factors , and eleven Dimensional Factors. (talk across the table)This table with the arrows in the center attempts to provide a visual indicating the boundary-less-ness of the factors that make IL to users. The Factor relationships are non-hierarchical in the traditional sense; but rather are evidenced as related and reflective in a diffused hierarchy. Hierarchy typically means a higher to lower order or rank of Factors; whereas diffusion lends to the meaning of spontaneous movement of any kind or type of Factor but stemming from a shared origin. The shared origin of relationship in this diffused hierarchy of Factors is the Uber-Factor Knowledge Base. It is from the Uber-Factor Knowledge Base that all the Factors share a commonality or origin. Key and Dimensional Factors are spontaneously present in the student experience or perception of the relevance of IL. The spontaneous presence of Factors of socio-cognitive relevance of IL reflects the metacognitive way students experience and perceive IL to be useful and meaningful for their academic work.
The research findings contribute to new understandings to inform assignment creation with user relevance context or situation influences for potential improved student engagement, learning, improved academic
performance, retention and completion.”
Using relevance theory to investigate IL, and specifically SCR, this study contributes new knowledge to IL and user relevance in information science (IS). User perceptions of ILC SCR as measurable are identified and provide new insights in this exemplar study. The factors or things that impact user relevance perceptions of IL contribute enhanced understandings of metacognitive pathways toward crossing IL thresholds. These findings may assist to enhance ways to communicate the value of ILCs as transferable competencies from academia to the “Real World.”
focus group findings as well what were the factors or what are the factors that
make information literacy relevant to college students so in this
investigation four focus groups were used and the factors were identified using thematic analysis of the
qualitative data trustworthiness of data was reviewed and evaluated for
credibility transfer ability dependability and confirm ability
The factors that make information literacy useful and meaningful to students are dimensional dynamic
variegated and diverse while at the same time are intertwined and influence the
impact the usefulness and meaningfulness of information literacy when applied to
their academic work so the relationship between these factors might be described
as a kaleidoscope reflective and intertwined you'll see that there was
The factor relationships are
non hierarchical in the traditional sense but they're bound realists and they're evidenced as related and
reflective and what I call a diffused hierarchy so hierarchy typically means a
higher to lower order or rank of factors whereas diffusion lends to the meaning
of spontaneous movement of any kind or type of factor but stemming from a shared origin and the shared origin o
relationship is their knowledge base so it's from their knowledge base that
all factors share a commonality or origin the key and dimensional factors
are spontaneously present in the student experience or perception of information
literacy so the spontaneous presence reflects a metacognitive way that
students experience and perceive information literacy to be useful and meaningful to their academic work
One of the best preparedness tools to deliver to students early in their academic career is to teach information literacy early and often in a variety of discipline-specific courses. (Kaufmann, 2018+add other authors Maybee, Bruce, etc.) Students who are confident about their ability to find, evaluate and use information well for their coursework have a great advantage as they transfer from one institution to another. This is because they have acquired certain understandings of information literacy (information science) as threshold concepts.
Threshold concepts represent portals through which individuals cross and have a transformed understanding for a fundamental concept in a discipline. Threshold concepts have certain features or attributes. Threshold concepts are: expand information for each bullet
Transformative
Troublesome
Irreversible
Integrative
Bounded
Discursive
Reconstitutive
Liminal
(Meyer and Land, 2006a; 2006b as cited in Maid and D’Angelo, Chapter 2- provided by Dr. Holly Larson)
When students acquire these fundamental threshold concepts for any discipline, they possess an asset that is foundational to their preparation for new experiences in their academic journey. This asset of tacit knowledge or their “knowledge base” of information literacy travels with the transfer student as they work in different information environments - from novice to expert researcher. Connect transfer assets to new situation- note and see Staines
Information literacy threshold concepts within the information science discipline are identified by the Association of College and Research Libraries (ACRL, 2015) Framework for Information Literacy for Higher Education as:
Authority is Constructed & Contextual
Information Creation as a Process
Information Has Value
Research as Inquiry
Scholarship as Conversation
Searching as Strategic Exploration
This Framework is useful for instructional pedagogy for academic librarians at colleges and universities. Academic libraries and librarians have a unique platform to engage transfer students early in their journey (Robison, 2017) by providing intentionally scheduled classes, outreach or simply conversations with transfer students. This may require – or perhaps we can be so bold to suggest – does require- collaboration across campus departments and across institutions to best serve our growing transfer student populations. The Framework provides an excellent metacognitive pathway to engage other discipline faculty to begin conversations about crossing thresholds of understandings by applying information literacy competencies to specific course assignments; thus, enriching student learning in a trans-disciplinary scoped and scaffolded but rigorous environment.
some discussion points and
implications of these findings first these findings may enrich information
literacy Poll and Payne tell us the most prominent and consistent determinants of
information literacy competencies a student perception this infers that perceptions are determining factor of
Information literacy therefore when IO is perceived by users as relevant than
relevance is also a determining factor of information literacy for students second let's look at user relevance as a
11:01
pragmatic building block of socio cognitive relevance and information science
Van der Henst, Sperber and Politzer tell us the relevance of a piece of information is relevance to its user
this infers that relevance can be user defined and this user based study found
that user perceptions could be both defined and measured when there are well defined and operationalized terms
Finally knowing student perceptions of the relevance of information literacy can facilitate student success and
academic work perceptions are important because they make up our influence our
internal organization of data the combination of the quantitative and
qualitative data provides a new baseline of user relevance understanding for
information literacy for instance using the factors of user relevance to build awareness while developing information
literacy instruction and perhaps applying these factors of user relevance to other disciplines could be useful we
can now know these factors matter to students and we raise awareness of the Kaleidoscope
metacognitive experiences students have while engaging in their research process
for academic work
Before sharing Focus Group Findings, here are some brief discussion points of the key findings for consideration…
1st -Enriching Information Literacy: “The most prominent and consistent determinant of information literacy competencies is student perception.” (Poll & Payne, 2006, p. 132) - infers that student perceptions are a determining factor of information literacy. Therefore, when information literacy competencies are perceived by users (students) as relevant, then relevance is also a determining factor of information literacy competencies for students.
Next, consider user relevance as a Pragmatic Building Block of Socio-Cognitive Relevance in Information Science: The notion of user relevance - “The relevance of a piece of information is relevant to its user” (Van der Henst, J B, Sperber, & Politzer, 2002, p. 4) - infers that relevance can be user defined. This user based study investigating the socio cognitive relevance of IL found that user perceptions could be both defined and measured when well shared meanings of well defined terms are provided.
The SCR of specific competencies were identified by users and their perceptions of relevance were measured .The most useful competencies were Identifying the information needed and organizing the information. The most meaningful competencies were identified as selecting authoritative sources to support the paper assignment with strong evidence and recognizing the value of information as part of a scholarly conversation.
Finally, knowing student perceptions of the relevance of IL can Facilitate Student Success in Academic Work: “Perceptions are important because they make up or influence our internal organization of data.” (Graham, Unruh, & Jennings, 1999, p. 1). The combination of the quantitative and qualitative data provides a new baseline of user relevance understanding for information literacy. The survey data gives us measured user relevance perception ratings of IL shows that as students apply ILC to their academic work, there is a high percentage of self-reported improvement in ILC (C Improve Scale).The factors that make IL relevant to the students is empirical data at a more granular level. Informing what influences user organization of data as it relates to IL.