Assessing information literacy instruction in interdisciplinary first year project-based courses with STEM students

Information literacy as the foundation for evidence-based practice in graduate nursing education: a curriculum-integrated approach.

Studies suggest that course-integrated information literacy instruction is an effective way to enhance the quality of student research. However, many political science professors are unfamiliar with the growing information literacy movement in higher education today, with strategies for integrating information literacy into their courses and assignments, and with opportunities to collaborate with librarians beyond requesting a 50-minute library instruction session for their classes. This paper addresses these issues, beginning with a discussion of the emergence of information literacy as an important discourse in higher education today and a description of the Association of College and Research Libraries' “Information Literacy Competency Standards for Higher Education.” It then reviews relevant literature on library instruction and librarian/course faculty collaboration, illustrating that effective information literacy instruction requires that librarians and course faculty work together beyond “one-shot” library instruction sessions. Collaboratively developed research assignment sequences are posited as an effective way for librarians and political science professors to work together to enhance lower division students' information literacy competencies. Finally, the paper provides a practical example of a collaboratively developed assignment sequence for a lower division American Government class that is mapped to the “Information Literacy Competency Standards.”

An investigation was launched at the University of Cape Town (UCT) with the aim of determining measurable competencies in students' information literacy at tertiary level educational institutions. It is increasingly clear that students need both technological skills and information competencies in order to access and employ a wide range of electronic and other information resources. As courses are being developed to inculcate these competencies. it is imperative to generate and incorporate a rationally justified system of standards and benchmarks according to which the outcomes and impact of such interventions may be measured and evaluated in order to ensure continuous improvement. Members of staff at the Centre for Information Literacy at UCT are working towards the establishment of such standards and intend making them available to the information community throughout southern Africa in order that best practice may be shared by all. This paper specifically reports on two exploratory surveys in which firstly. responses were received from ten different information literacy providers from a number that had been identified at the 200 I LlASA conference. and a follow-up survey at the 2002 LlASA conference. It concludes with a suggested approach to obtaining consensus on preliminary standards for information literacy among South African students and a process of evaluation.

The purpose of this study was to determine if secondary students overestimate their information literacy (IL) abilities and if differences exist between their information literacy self-efficacy and performance levels. A sample of 397 secondary students completed the Information Literacy Self-efficacy Scale (ILSES) and the Tool for Real-time Assessment of Information Literacy Skills (TRAILS) to measure their information literacy self-efficacy and performance. Descriptive means were calculated, compared using a t-test, and reported for student information literacy self-efficacy levels according to the ILSES and student information literacy performance levels according to the TRAILS measure. Quantitative analyses showed that all groups overestimated their information literacy abilities. Additional findings were that as self-efficacy increased, so too did performance. However, the discrepancy between self-efficacy and performance increased as self-efficacy increased as well.

In the era of digital intelligence, information literacy (IL) competency has become a critical indicator for measuring the comprehensive quality and sustainable development potential of university’s education. Using Yancheng Institute of Technology as a case study, this study systematically elucidates the connotation and current development status of college students’ IL within the framework of sustainable development. An evaluation index system is constructed, comprising four dimensions: information awareness and attitude, information ethics, law and security, information knowledge and skills, and information integration and innovation. The study employs the Analytic Hierarchy Process (AHP) to determine the weights of indicators at various levels and integrates the Fuzzy Comprehensive Evaluation Method (FCEM) to establish a quantitative assessment model for IL competency. Empirical research demonstrates that the proposed model effectively enables a multidimensional and quantitative evaluation of students’ IL, with results that exhibit sound scientific validity and applicability. Based on the analysis, specific strategies are proposed to enhance students’ IL from the perspectives of curriculum design, teaching models, and library services, thereby providing theoretical references and practical pathways for advancing informatization and sustainable development in higher education.

PurposeThis paper seeks to offer a rationale and practical suggestions for the integration of visual literacy instruction and information literacy instruction practice and theory.Design/methodology/approachThe paper aligns visual literacy and information literacy competency standards, revealing connections and opportunities for practical integration during library instruction and traditional classroom instruction.FindingsOn analysis of 11 visual literacy competencies, three exhibit a strong relationship with the ACRL's Information Literacy Competency Standards.Practical implicationsThe paper provides guidelines for teaching and learning scenarios that may be used in a library instruction session or as part of a course curriculum.Originality/valueThe paper advocates the alignment of visual literacy and information literacy competencies as a method for connecting multiple literacies in information literacy instruction.

Purpose: Information literacy (IL) competency is an essential component of evidence-informed nursing practice. It is integral to introduce and develop core information literacy competencies for evidence-informed practice within undergraduate education programs. Research has shown undergraduate students may experience challenges with information literacy skills. More research to inform teaching methodologies that effectively enhance students’ skills and abilities, as well as their self-efficacy with these skills, is needed. This article describes an innovative teaching strategy, called journal club, which uses scaffolded learning activities in small groups over one semester. Methods: This mixed-methods research study used a non-experimental pre-post survey and was aimed at understanding the impact of the journal club strategy on students’ information literacy self-efficacy. The survey included the Information Literacy Self-Efficacy Scale (Kurbanoglu et al., 2006) and two open-ended questions in the post-survey. Results: A total of 37 participants, out of 42 potential participants, consented and responded to the pre-survey and 28 to the post-survey. Cohort-based descriptive statistics demonstrated a significant increase in overall scoring on the Information Literacy Self-Efficacy Scale from the pre-survey to the post-survey. Additionally, all relevant item measures from the tool showed statistically significant improvement. The open-ended questions were analyzed thematically, which resulted in the themes of recognition of personal growth, IL skill development, the opportunity to practise, time, the impact in the future, and relational engagement and benefits of the group. Conclusion: Overall, the findings of this study provide ample evidence that the journal club teaching strategy has positively enhanced students’ IL self-efficacy and will continue to be utilized in future offerings of the course. This strategy could be replicated in other contexts and content areas.

2 - Information literacy in the networked academic learning environment

The purpose of this research was to investigate the degree of correlation of information literacy competency and social-emotional behavior of high school students. Specifically, three assessment instruments were administered to a sample of ninth and eleventh grade students in Orange County. Respondents indicated the relative degree of their information literacy competency and socialemotional behavior. Sample research reports of those students were rated by their teachers. Correlation statistics tested hypotheses linking literacy and behavior. Persistence and “getting along” were the best predictors of information literacy and research success.

PurposeThe continuous spread of the corona virus disease 2019 (COVID-19) pandemic has generated public health concern with avalanche of information accompanied by series of fake news. Thus, this study examined the effect of Information Literacy Competency (ILC) in curtailing the spread of fake news among Library and Information Science (LIS) undergraduates in Nigeria.Design/methodology/approachSurvey research design of the descriptive type was used to generate data from a group of LIS undergraduates online. The population of the study consisted of 138 LIS undergraduate students who participated in the survey (thus, n = 138). The data retrieved was subjected to descriptive analysis.FindingsThe study revealed that the students had high level of ILC (x ¯ = 3.42), and there was low prevalence level of COVID-19 pandemic fake news (x ¯ = 2.35) among them. The major causes of COVID-19 fake news were too much information in circulation concerning COVID-19 (x ¯ = 3.44) and the resultant inability to discern or spot fake news from verified and authentic news (x ¯ = 3.28). The study also revealed that ILC had a significant effect in curtailing the spread of COVID-19 fake news with a grand mean of 3.28 against the criterion mean of 2.5. It is implied that LIS undergraduates are educationally position to acquire ILC which is crucial to their identification of fake news and helps to curtail its spread.Research limitations/implicationsThe study is limited in its use of online group for data elicitation within a limited period of three weeks. Also, in its adoption of self-evaluation scale to measure ILC instead of standard information literacy test. Also, the high chances of social desirability bias in sections C and E serve as a limitation to the study.Practical implicationsThe study reinforces the need to enhance structures that flags fake news on social media platforms and integrating IL into schools’ curriculum at all levels.Originality/valueThis study seeks to pioneer a new area of focus on the relevance of ILC to different global issues that concern the health and well-being.

Introduction: Information literacy (IL) is a set of abilities requiring individuals to identify when information is needed and have the competency to retrieve, evaluate, and efficiently use the required information. The aim of this study was to recognize to what extent faculty members are able to use the variety of information resources. The study was done in Tabriz University of Medical Sciences (Iran) from October to December 2012.Methods: This study used the cross sectional method. The participants of this study were 80 faculty members who referred to the central university library within the first two weeks of October (beginning of school year) for information seeking. All of the participants in the study were selected. Data were gathered through distribution of a standard questionnaire of information literacy. Data were analyzed through SPSS/16 and one-way ANOVA Independent t-test was applied, too.Results: Information literacy competency was classified in three levels: low, moderate, and high. The majority of faculty members had moderate information literacy level and a minority of them had a high information literacy level.Conclusion: Information literacy competency of faculty members was moderate to low. Academia had higher level of retrieving information and evaluating than ethics and rights of information resource and abilities in knowledge. There was a statically significant relationship between ageand level of academia with information literacy level.

Systematic analysis of undergraduate curriculum design and assessment is required to ensure real world experiences are embedded in a degree structure for a high level of information literacy (IL) attainment. IL competencies and skills are critical for successful graduate outcomes. We developed a framework using a constructive alignment approach to develop the Student Attributes for Information Literacy (SAIL) and accompanying rubric with outcomes that categorize depth of application over degree progression. The rubric was used to audit IL in core units of a multidisciplinary Bachelor of Environmental Science degree before and after a cycle of curriculum design. SAIL’s rubric provides educators with a practical and repeatable approach to identifying IL development in units of learning. The SAIL rubric found that IL, for most core units, was taught, practiced, and assessed at the foundational level. At the advanced level, however, students had limited opportunities for literacy training, practice, and assessment in a digital context until the end of the degree. The framework and rubric identified gaps and opportunities in IL attainment, and thus warrants further application. Making sure these gaps are addressed, with opportunities identified for learning throughout a progressive program, will ensure resilient and adaptable graduates in a digital dominant workforce.

Indonesia has a degree of literacy capacity; however, the reading interest in the community is still highly concerning; hence, the volunteer is required to increase information literacy and digital transformation so that the country can compete globally. Information literacy is one of the qualities necessary for a person to possess, particularly in today's world of intense international rivalry and rapid digital transformation. Information Literacy is required due to the rapid development of information so the need for information literacy is necessary. The most important reason is that everyone needs to recognize that there is a great deal of information circulating. This study aims to describe the implementation of community service in optimizing computer literacy and internet training for the Bekasi Society. This study used community-based research (CBR) as the method, particularly in advancing communication and information technology, which highly supports the dissemination of information to the public as a whole. The finding shows that there is an improvement in participants’ information literacy abilities and their capacity to use computers and the internet. All participants in the Community Service comprehended the methods to search for information via the internet, create and produce engaging learning materials, and use computers and current media to support the learning process.

This paper examines the implementation of the Information Literacy Programme (ILP) in the Central Library of Galgotias University, Greater Noida (UP) and discusses its various methods of execution and contents, along with the barriers faced and the final evaluation. The ultimate aim of any library service is to ensure that the users are easily able to access the information they require, and Information Literacy (IL) plays an important role in it. Information and Communication Technology (ICT) has made its presence felt in libraries and information centres; and IL has been found to be of equal significance, especially at the university level, and above.

PurposeThe purpose of this paper is to present findings of the design and implementation of an online information literacy module to first‐year students at the University of Botswana.Design/methodology/approachThe study population consisted of 103 first‐year students in the Department of Library and Information Studies. The population was divided into three equal groups of 34, 34 and 35, respectively, and each assigned a two‐hour slot in the smart computer laboratory weekly for five consecutive weeks, to cover five information literacy topics online. Each group was assigned a tutor who received assignments online and graded them. Each topic was followed by questions for students to answer.FindingsFindings generally revealed that impartation of information literacy through the online mode could improve students' competencies perhaps more than the face‐to‐face instruction approach. Furthermore, respondents preferred a blended instruction approach to a single learning mode. Contrary to expectations, online instruction might not minimise the copying of each other's work among students to a great extent. Finally, online instruction does not necessarily reduce the amount of workload for staff and students, instead more time is needed to design and administer the course.Research limitations/implicationsThe study was limited to first year students in the LIS department. A similar study involving all departments in the University of Botswana would shed more light on the level of information literacy competency among first year students from a cross‐disciplinary perspective.Practical implicationsThe major outcome of the study is a re‐usable online information literacy module. The study findings could also be useful in developing interventions to improve the design and delivery of online courses.Originality/valueInformation literacy is a key challenge facing educators all over the world. Case studies such as this provide unique and comparative experiences that advance existing knowledge. For the University of Botswana, the study provides a first insight into the impact of e‐learning on information literacy competency since the implementation WebCT in 2002.