Curriculum Framework for the Development of Information Literacy: Methodological Issues Based on Hungarian Experiences

Recent research has shown that inquiry‐based learning and project‐based learning (PBL) are better than the traditional didactic approach in promoting various learning outcomes. There is also a large literature on how collaboration among different teachers can enhance student learning. In Hong Kong, inquiry‐based learning has been integrated into the General Studies curriculum. This study investigated the effects of an intervention that used a collaborative teaching approach and inquiry project‐based learning on the development of primary students' information literacy and information technology skills. Students in a Hong Kong primary school completed two inquiry‐based group projects as part of their General Studies curriculum. A collaborative teaching approach involving three teachers with different specialties (Language [Chinese], IT, and General Studies) and a school librarian was taken in guiding students through the two projects. Results indicated the positive impact of collaborative teaching and inquiry PBL on the development of students' information literacy and IT skills.

The growing digital inequality among marginalized students has been found to significantly hinder the development of essential information literacy (IL) skills, including digital access, socioeconomic positioning, prior exposure to technology, and digital proficiency. Digital inequality—defined as disparities in access to technological resources and online services—has been shown to exacerbate educational gaps among marginalized populations, thereby impeding the acquisition of foundational IL competencies such as locating, evaluating, and effectively using information. In this study, key barriers to digital inclusion were identified, and strategies were proposed to promote equitable IL education. Data were collected from 1,500 participants, comprising students from diverse socio-economic backgrounds and varying levels of digital engagement, as well as teachers involved in IL instruction. A structured questionnaire was employed to obtain quantitative data, while qualitative insights were gathered through interviews with educators and program coordinators. Statistical analysis was performed using IBM SPSS version 29.0.2, where descriptive statistics were used to summarize participant responses, and chi-square tests were conducted to explore the relationship between digital access variables (e.g., device ownership, internet connectivity) and IL competency levels (e.g., the ability to search for, evaluate, and use information). The paired t-test was applied to assess the effectiveness of digital inclusiveness programs by comparing IL skill levels among underprivileged students before and after targeted training. The findings revealed that IL education has been adversely affected by technological disparities, which slow down instruction, necessitate basic computer literacy, and hinder the participation of digitally disadvantaged students in online learning. To mitigate these challenges, it is recommended that IL education incorporate preliminary computer literacy training and adopt inclusive pedagogical approaches, such as group-based projects, instructional videos, gamified content, and digital learning resources, to support both digitally disadvantaged and advantaged learners.

Using collaborative teaching and inquiry project-based learning to help primary school students develop information literacy and information skills

ABSTRACTIn 1989, the American Library Association published the well-known Final Report of the Presidential Committee on Information Literacy. Since then, the information-developed world has seen numerous activities for upgrading information literacy at all levels of education, in the economy and in everyday life. Efficient use of knowledge in society is strongly emphasized and, linked to that, the importance of education and training of information users, as well as the upgrading of information literacy, especially in the context of higher education. Information literacy is increasingly recognized as a basic skill in the process of learning and adapting to the changing living and working environment of today’s information society. Students face dilemmas in the selection of information resources and challenges for their efficient and responsible use on a daily basis. Academic libraries respond to this challenge by offering different information literacy programmes. This paper presents the findings of a pilot survey on education and training of users of library information services, conducted in September 2004, and some forms of information literacy programmes carried out by the academic libraries at the Slovenian Universities. It also proposes some approaches towards the development of information literacy in all segments of Slovenian society.

Purpose: In law libraries in the Republic of Croatia, only a small number of information literacy programmes have been recorded. This indicates the need to strengthen and promote more effective teaching of information literacy in the field of law. The aim of this paper is to analyse the published literature to gain insight into the existing knowledge regarding information literacy in the field of law over the past 30 years in the Republic of Croatia. This analysis aims to determine possible directions for development and to find more effective teaching methods for information literacy. Methodology/approach: The methodology used included a qualitative research approach, specifically content analysis of works published in the last 30 years concerning information literacy at the academic level in the field of law in the Republic of Croatia. Results: The development of information literacy at the academic level in the field of law can be observed in parallel with the development of information literacy at the broader academic level in the Republic of Croatia. The most significant changes can be seen over the past five years, both at the theoretical and practical level of law school library work. Research on information literacy in the field of law, initially primarily focused on user education, is deepening and expanding, both in terms of methodology and content, because of intense and dynamic changes in the information and educational environment. As a result, further directions of development should be guided by the need for more research on the essential literacy skills of the 21st century for all stakeholders in the educational process. Such research would contribute to a greater understanding of the most relevant content and methods to be included in information literacy programmes tailored to the specifics of the legal discipline. Research limitation: A literature analysis revealed numerous different terms related to information literacy at the academic level in the field of law, especially in works published in the 1990s, when the term “information literacy” was not established in the Republic of Croatia. Therefore, there is a possibility of unintentional oversight of specific works. Another limitation of the research is the role of one evaluator/researcher in implementing the content analysis of the publications due to possible subjectivity in the analysis. Originality/practical implications: This study is one of the first to offer detailed insights into the current trends in information literacy development at the academic level in the field of law over the past 30 years. On a practical level, the author aims to encourage academic librarians to create and implement formal information literacy programmes within the realm of law and its related libraries.

Librarians with instructional duties, particularly information literacy instructors or subject specialists, often rely on the “one-shot” format of instruction as a primary method for information literacy skills training and development. While not the only method of instruction, one-shots remain a foundational tool in information literacy instruction, although instructors are exploring other instructional formats. As a result, one-shots are regularly critiqued by librarians, who cite difficulties with the transactional nature and questionable effectiveness of the format. Many librarians cite concerns with the one-shot format based on time constraints, institutional culture, and discipline faculty discomfort with library instruction that is not directly and perceptibly tied to their own assignment requirements. More recently, conversations have highlighted the problematic nature of one-shots by uncovering the link between library instruction and faux neutrality, feminized labor, and campus power dynamics.

This report gives an overview of the work to date of the Welsh Information Literacy Project (WILP). WILP is a cross sector project looking to embed information literacy skills across Wales and has been funded by the Welsh Government through CyMAL (Museums, Archives and Libraries, Wales). The report provides specific details of phase three of the project (April 2012-March 2013). The focus of this current phase of the project is the development of information literacy skills amongst public library staff so that these staff can support the development of information literacy skills amongst the whole range of different public library users. In addition, the project is supporting the development of information literacy skills amongst secondary school pupils, by working with school librarians and teachers.

There is an urgent need for employees from diverse backgrounds in the health field. Community colleges are where many low-income and under-represented students begin their academic career. A career pipeline program was implemented at a community college to promote rigorous health careers, facilitate transfer success and develop information literacy skills. We assessed students’ confidence with fitting into a career, the impact of the program on students’ academic and career choices, salient program components, successes and challenges, and suggestions for improvement. Fifty-nine students enrolled in the program and 64% (n = 38) completed, all were minority students. Students reported increased confidence with fitting into their career and a positive impact on their choice of academic and career paths. Important aspects of the program were exposure to health professionals, mentoring, peer connections, academic and professional skill building, developing information literacy and experiential learning. Most students are either pursing a bachelor degree or have graduated with the intent of pursing graduate degree. Our experience demonstrates the feasibility of implementing a health career pipeline at a community college. Future programs should focus on career and academic skill building, information literacy, mentoring, peer connection, experiential activities, targeted outreach to male students, and facilitating the transfer process.

An analysis on the effect of computer self-efficacy over scientific research self-efficacy and information literacy self-efficacy

Introduction: The Information Society has raised new demands with regard to information and especially new skills to deal with all existing information flow. In this scenario changes, it is clear the role of the school library as an important element for the development of information literacy. Objective: The study aimed to verify the state public schools of Londrina and its library Informational develop competence in students. Methodology: a qualitative study of exploratory nature with the application of a semi-structured interview guide the person responsible for the school library was performed and to analyze the data we used the content analysis method. Results: It was found that the librarians of the schools surveyed exercise their educational role, although one of them at a lower intensity. This function occurs through actions aimed at the development of information literacy and positive attitudes toward information and ongoing struggle to integrate the library to the school system and continuing education in the best service to users. Conclusion: Although there is an institutional program focused on the development of information literacy both surveyed libraries carry out actions aimed at the development of attitudes, skills and understanding of concepts related to the informational universe through reading activities and to a lesser extent, research.

This paper explores some sustainability issues as they relate to library services for a growing cohort of online university students. The students in question come from a range of educational backgrounds, countries and cultures. Addressing their needs has become increasingly important as the amount of information available continues to grow, the nature of information access changes, and the number of students taking up online study also grows. Lifelong learning has long been recognised as necessary to adapt to changing roles in the information rich society and the resulting need to upgrade education and work skills. The IFLA statement on libraries and sustainable development highlights the importance of improving educational and social skills in an information rich society. One of the results of development is the explosion of information; with that comes the need to be able to filter the good information from the bad. This author is convinced that the increasing amount and easy availability of information mean that the development of information literacy skills is more critical than ever. As Gorman1 argues, the key to bridging the literacy divide (thus being a contributor to sustainable development) is information literacy; the ability to understand, filter, evaluate and use information. Using the example of Open Universities Australia (OUA) students, the paper focuses on the emerging role of Distance Liaison Librarian at Swinburne University of Technology. Library services to support distance learning and information literacy needs are scrutinised in terms of the particular requirements of the growing numbers who are choosing to study online. A review of the literature to identify issues of sustainability in relation to library services to online students, particularly addressing the development of information literacy skills is followed by an exploration of the characteristics, needs and challenges of these students. Enabling and supporting these students to develop high order information literacy skills in an online environment raises questions about possible implications for academic library services should the trend to study online increase.

An enriched syllabus has been experimentally introduced to undergraduate level students enrolled in a geotechnical engineering course. Two research assignments have been integrated in the course, which require students to find information on a geotechnical engineering topic using both print and electronic resources available at the university library and on the Internet. Aiming to foster the development of technical information literacy and communication skills, the students are required to prepare a report based on a specific set of guidelines, followed by oral presentations of the topics researched. Between the two assignments, a lecture on the subject of identifying and using information resources for geotechnical engineering is included in the syllabus. Preliminary results of the study are presented along with directions for designing and implementing an enriched curriculum for geotechnical engineering courses.

Over the past several years increasing emphasis has been placed on the development of data information literacy (DIL) skills for engineering researchers to comply with funding requirements and to facilitate data sharing, reuse, and preservation. These efforts have been largely aimed at faculty members and graduate students, and to some extent undergraduate students in preparation for their roles as future researchers. However, little attention has been directed at developing DIL skills in undergraduate engineering students engaged in non-research activities, such as service-learning design projects that integrate instruction and community service. This work-in-progress paper reports on using service-learning pedagogy to integrate DIL into engineering design education. Preliminary analysis of student journal entries and instructor observations are discussed.

With a few exceptions, the social nature of the development of information literacy has remained largely implicit in the library and information science literature. Given the ratio of practitioners to both scholars and practitioner-scholars in academic librarianship, it is not surprising that the literature related to information literacy has mostly focused on pedagogical and practical strategies, with emphasis on brief, one-time instructional interventions (i.e., ‘one shots’) that still remain ubiquitous in higher education. Relatively recent literature focusing on critical pedagogies in information literacy instruction (see Tewell 2015 for an overview) has highlighted the need to develop students’ critical or socio-political consciousness, not just their ability to select keywords and search relevant databases, which can be difficult to do within a single instruction session. Although important to recognise, this narrow focus does not account for the ways in which students’ information literacy develops within the broader undergraduate academic landscape in which students’ leaarning is situated, as well as barriers to the development of (critical) information literacy, student learning and student academic success.

Digital natives are often perceived as experts in managing digital technology, but recent studies show that they do not have a very high level of developing information literacy skills. This research aimed to investigate the relationships between students' level of development of information literacy skills and the teacher's level of expression of pedagogical skills. A correlational research design was used. The research method was questionnaire survey. The results show that there are links between how students perceive pedagogical competences in action and the level of assimilation of information and information literacy skills.