Relevant bibliographies by topics / Information literacy

Academic literature on the topic 'Information literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Information literacy"

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Shields, Milo. "Information Literacy, Statistical Literacy, Data Literacy." IASSIST Quarterly 28, no. 2 (August 16, 2005): 6. http://dx.doi.org/10.29173/iq790.

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Narang, Sangeeta, B. K. Sen, and Archana Shukla. "Information Literacy, Health Literacy, Health Information Literacy-What are they about?" Library Herald 51, no. 4 (2013): 323. http://dx.doi.org/10.5958/j.0976-2469.51.4.007.

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Doskatsch, Irene. "Information literacy." ANZTLA EJournal, no. 39 (April 17, 2019): 10–13. http://dx.doi.org/10.31046/anztla.v0i39.1108.

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Davies, Filomena. "Information literacy." ANZTLA EJournal, no. 45 (April 23, 2019): 5–10. http://dx.doi.org/10.31046/anztla.v0i45.1156.

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McVey, Stephen. "Information literacy." ANZTLA EJournal, no. 51 (April 30, 2019): 14–21. http://dx.doi.org/10.31046/anztla.v0i51.1227.

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Ford, Barbara J. "Information literacy." College & Research Libraries News 50, no. 10 (November 1, 1989): 892–93. http://dx.doi.org/10.5860/crln.50.10.892.

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Larsen, Lida L. "Information literacy." ACM SIGUCCS Newsletter 27, no. 3-4 (September 1997): 19–26. http://dx.doi.org/10.1145/274883.274887.

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Caravello, Patti S., Edward L. Kain, Triveni Kuchi, Susan Macicak, and Gregory L. Weiss. "Information Literacy." Teaching Sociology 36, no. 1 (January 2008): 8–16. http://dx.doi.org/10.1177/0092055x0803600102.

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Vanderpol, Diane, and Cheryl Taranto. "Information Literacy." Music Reference Services Quarterly 8, no. 2 (December 2002): 15–24. http://dx.doi.org/10.1300/j116v08n02_02.

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Lloyd, Annemaree. "Information Literacy." Journal of Librarianship and Information Science 35, no. 2 (June 2003): 87–92. http://dx.doi.org/10.1177/0961000603352003.

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Dissertations / Theses on the topic "Information literacy"

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Pond, Greg. "Promoting information literacy through media literacy." Thesis, Gonzaga University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1537870.

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Mass media messages have overwhelmed modern culture. Many of these messages are not created with the best interest of the recipient in mind (Potter, 2008). The Mass media does not operate as a public service. It's big business. Good daily decision making has become increasingly dependent on the ability to be "information literate" - to effectively evaluate the accuracy, currency, and completeness of media messages. But these critical information literacy skills are surprisingly lacking today (Asher & Duke, 2012). One recent study suggests that information literacy skills can be effectively developed through training in media literacy (Van De Vord, 2010). This thesis has replicated this study in an effort to validate the correlation between information literacy and media literacy. Aside from the Van De Vord study, the communications theory of Media Ecology, as proposed by McLuhan, and developed by Postman is foundational to this work. Also referenced are McCombs and Shaw's agenda setting and Noelle-Neumann's spiral of silence theories. Additionally, the work of Potter in media literacy; of McChesney in media economics; and of Duke & Asher in information literacy are also foundational. Quantitative research for this thesis was conducted using an internet-based survey. The gathered empirical data was used in a statistical correlation analysis between information literacy and media literacy. The test results validated that the two variables were weakly correlated in a positive direction with evidence of statistically significant probability. The weakness of the correlation and the limitations inherent in the testing methods suggest that additional study is needed - perhaps utilizing alternate testing methods. Further comparison between the differing methods that are traditionally used in teaching the two different literacies is also suggested.

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Humes, Barbara, and of Education Research Office. "Understanding Information Literacy." US Federal Government, 1999. http://hdl.handle.net/10150/105502.

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Mühlbacher, Susanne. "Information literacy in enterprises." Boizenburg Hülsbusch, 2008. http://d-nb.info/993232485/04.

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Lupton, Mandy. "Information literacy and learning." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/16665/1/Mandy_Lupton_Thesis.pdf.

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This thesis explores the relationship between information literacy and learning. In formal education, students are frequently required to independently find and use information to learn about a topic, and information literacy is often claimed to be a generic skill and graduate attribute. However, to date; the experienced relationship between information literacy and learning has not been investigated. In order to investigate this experience, I have based this research on interviews with 19 students enrolled in third year music composition courses, and 18 students enrolled in a third year tax law course at an Australian university. My primary research question was 'What is the experienced relationship between information literacy and learning?' The secondary research question was "What are the generic and situated aspects of information literacy?' In this study, I have used phenomenography to describe the qualitatively different ways that students in two distinct disciplines experience the relationship between information literacy and learning. I have suggested curriculum implications of this description based on a relational approach to learning and teaching. The outcomes of the study include two related sets of categories which map the experience of students in music composition and tax law, and the theoretical GeST windows model for information literacy which is based upon literacy models and theories. The key findings of this study include: * A description of the nature of the experienced relationship between information literacy and learning in music composition and tax law as 1) Applying, 2) Discovering and 3) Expressing (music) or Understanding (tax law); * the theoretical GeST windows model and alignment of the model with the empirical study; * the presentation of curriculum implications in music and tax law, and * an exploration of the nature of information as-it-is-experienced. The findings may be used by teachers, students, librarians, academic skills advisors, academic developers and policy makers in higher education.
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Lupton, Mandy. "Information literacy and learning." Queensland University of Technology, 2008. http://eprints.qut.edu.au/16665/.

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This thesis explores the relationship between information literacy and learning. In formal education, students are frequently required to independently find and use information to learn about a topic, and information literacy is often claimed to be a generic skill and graduate attribute. However, to date; the experienced relationship between information literacy and learning has not been investigated. In order to investigate this experience, I have based this research on interviews with 19 students enrolled in third year music composition courses, and 18 students enrolled in a third year tax law course at an Australian university. My primary research question was 'What is the experienced relationship between information literacy and learning?' The secondary research question was "What are the generic and situated aspects of information literacy?' In this study, I have used phenomenography to describe the qualitatively different ways that students in two distinct disciplines experience the relationship between information literacy and learning. I have suggested curriculum implications of this description based on a relational approach to learning and teaching. The outcomes of the study include two related sets of categories which map the experience of students in music composition and tax law, and the theoretical GeST windows model for information literacy which is based upon literacy models and theories. The key findings of this study include: * A description of the nature of the experienced relationship between information literacy and learning in music composition and tax law as 1) Applying, 2) Discovering and 3) Expressing (music) or Understanding (tax law); * the theoretical GeST windows model and alignment of the model with the empirical study; * the presentation of curriculum implications in music and tax law, and * an exploration of the nature of information as-it-is-experienced. The findings may be used by teachers, students, librarians, academic skills advisors, academic developers and policy makers in higher education.
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Webb, Carol. "Information literacy and the secondary school." Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/13100/.

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Maximising student attainment is a key issue for every secondary school. Student attainment can be improved by raising their information literacy levels. It is part of a school librarian’s role to promote these skills. This is complicated by the absence of information literacy in secondary school curricula, teachers’ low awareness of the concept and the lack of teacher training in the professional education of librarians. There are a range of definitions and different approaches to teaching information literacy published leading to conflict over choices. Overall there is a lack of empirically tested pedagogy, particularly for synthesis and assessment. This research explores what it means to be information literate and addresses the fundamental question of ‘How can we raise information literacy levels in a secondary school? The research strategy explored the teachers’ perspectives to ascertain their perceptions of information literacy, how it is currently taught by them and their understanding of the librarian’s role. The research was conducted in a secondary school where semi-structured interviews were used with a sample of twelve teachers selected by age, experience and subject. The analysis examined three diverse teacher voices and compared these with insights from the remaining nine teachers’ perspectives. The research findings show that teachers view information literacy differently. This is shaped by the role of information in their subject’s approach to learning. Student progress to higher information literacy levels requires a pedagogy that is situated in subject teaching, rather than generic sessions, with clarity of how skills are deployed in different subject contexts to support learning transfer and work that is differentiated to meet different learning needs. Conceptually it was found that information literacy is contingent upon the context in which it is being used. A new instrument has been designed depicting progress in information literacy to stimulate thinking about possible pedagogy and assessment.
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Mitchell-Kamalie, Lilian. "Successful information literacy through librarian-lecturer collaboration." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1002_1352791157.

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This study supports the need for information literacy training for first year or new incoming Community and Health Science (CHS) students at the University of the Western Cape (UWC) and describes the use of a collaborative framework for integrating information literacy into the undergraduate studentsʹ curriculum and for assessing the results. The Collaborative Information Literacy Model (CILM) provided the guidelines for a more structured and fuller collaboration between the librarian and the lecturer responsible for the first year Physiotherapy students. The collaborative partnership employed strategies to teach information literacy competencies which were significantly more satisfactory with the studentsʹ abilities to successfully complete a research term paper. The process of integration began with developing learning outcomes, an information literacy program, exercises and an assessment instrument for evaluating student performance. Also emphasized is the on-going exchange of expertise between the librarian and the lecturer to enhance library-related components in the design of the program.

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Bradley, Fiona. "Information literacy and news libraries: the challenge of developing information literacy instruction programs in a special library environment." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1395.

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This study examines the current situation of training provided to journalists by news librarians in the United States and Australia. The study examines the factors affecting the provision of training and the potential for information literacy instruction to comprise most of the training provided. The definition of information literacy was explored in the context of journalists and news organisations. The study questions the adaptability of the concept to a workplace environment, where organisational and individual development is important. The results of a self-administered questionnaire are presented. Respondents indicated that news librarians are very willing to plan and conduct training, a clear majority agreeing that they should train journalists to search for their own information. Respondents also expressed a need for more training themselves with regard to the skills needed to deliver instruction. The results also found that training is at an early stage in news libraries, with few hours available for planning and conducting training, and mixed success with different training methodologies. A model is suggested as a method of selecting information literacy competencies for individual journalists. The model describes the relationships between individual, organisation, and occupation determined competencies. The study also discusses the implications of the lack of workplace training for journalists, which has impacted upon news libraries' ability to introduce training services. News librarians are providing training, and are pro-active in providing services and information to journalists, but managers do not yet recognise this as a major role for librarians in news organisations.Information literacy instruction needs to become an organisational goal in order to succeed. The difficulties of assessing and evaluating information literacy instruction in the workplace are outlined. The need for measurable outcomes and preevaluation in training are emphasised. Several considerations for further research are detailed, including the need for further clarification of the nature of information literacy in the workplace, as well as the relationship between the role of information literacy instruction in formal university education and the workplace.
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Bradley, Fiona. "Information literacy and news libraries : the challenge of developing information literacy instruction programs in a special library environment /." Curtin University of Technology, Department of Media and Information, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14147.

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This study examines the current situation of training provided to journalists by news librarians in the United States and Australia. The study examines the factors affecting the provision of training and the potential for information literacy instruction to comprise most of the training provided. The definition of information literacy was explored in the context of journalists and news organisations. The study questions the adaptability of the concept to a workplace environment, where organisational and individual development is important. The results of a self-administered questionnaire are presented. Respondents indicated that news librarians are very willing to plan and conduct training, a clear majority agreeing that they should train journalists to search for their own information. Respondents also expressed a need for more training themselves with regard to the skills needed to deliver instruction. The results also found that training is at an early stage in news libraries, with few hours available for planning and conducting training, and mixed success with different training methodologies. A model is suggested as a method of selecting information literacy competencies for individual journalists. The model describes the relationships between individual, organisation, and occupation determined competencies. The study also discusses the implications of the lack of workplace training for journalists, which has impacted upon news libraries' ability to introduce training services. News librarians are providing training, and are pro-active in providing services and information to journalists, but managers do not yet recognise this as a major role for librarians in news organisations.
Information literacy instruction needs to become an organisational goal in order to succeed. The difficulties of assessing and evaluating information literacy instruction in the workplace are outlined. The need for measurable outcomes and preevaluation in training are emphasised. Several considerations for further research are detailed, including the need for further clarification of the nature of information literacy in the workplace, as well as the relationship between the role of information literacy instruction in formal university education and the workplace.
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McKeever, Christine Marie. "Teacher understandings and perceptions of information literacy." Thesis, Ulster University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.725341.

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Books on the topic "Information literacy"

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Armstrong, Sara. Information Literacy. Huntington Beach: Shell Education, 2008.

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Ercegovac, Zorana. Information Literacy. Santa Barbara: ABC-CLIO, 2010.

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Kurbanoğlu, Serap, Sonja Špiranec, Joumana Boustany, Yurdagül Ünal, İpek Şencan, Denis Kos, Esther Grassian, Diane Mizrachi, and Loriene Roy, eds. Information Experience and Information Literacy. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-53001-2.

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Kurbanoğlu, Serap, Sonja Špiranec, Joumana Boustany, Yurdagül Ünal, İpek Şencan, Denis Kos, Esther Grassian, Diane Mizrachi, and Loriene Roy, eds. Information Experience and Information Literacy. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-52998-6.

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Bidgoli, Hossein. Information systems literacy. New York: Macmillan, 1993.

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Bidgoli, Hossein. Information systems literacy. New York: Macmillan, 1993.

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Bidgoli, Hossein. Information systems literacy. New York: Macmillan, 1993.

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Bidgoli, Hossein. Information systems literacy. New York: Macmillan College Pub. Co., 1994.

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Bidgoli, Hossein. Information systems literacy. New York: Macmillan, 1993.

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Bidgoli, Hossein. Information systems literacy. New York: Macmillan, 1993.

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Book chapters on the topic "Information literacy"

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Patterson, Emily, and Tracey Muir. "Information Literacy." In The Future of Educational Research, 177–87. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-512-0_15.

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Curtis, Kathleen A., and Peggy DeCelle Newman. "Information Literacy." In The PTA Handbook, 175–83. 2nd ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003526087-21.

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Mammadova, Tamilla. "Information Literacy and Digital Literacy." In Academic Writing and Information Literacy Instruction in Digital Environments, 107–42. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19160-2_5.

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Zurkowski, Paul G. "Information Literacy Is Dead… Long Live Information Literacy." In Communications in Computer and Information Science, 1–10. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03919-0_1.

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Whitworth, Andrew. "Information Literacy and Information Practice." In The SAGE Handbook of E-learning Research, 315–35. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473955011.n16.

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Whitworth, Andrew. "Information Literacy and Information Practice." In The SAGE Handbook of E-learning Research, 315–35. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781529716696.n16.

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Webb, Jela. "Information literacy." In Strategic Information Management, 127–47. Elsevier, 2008. http://dx.doi.org/10.1016/b978-1-84334-376-9.50007-8.

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Løkse, Mariann, Torstein Låg, Mariann Solberg, Helene N. Andreassen, and Mark Stenersen. "Information Literacy." In Teaching Information Literacy in Higher Education, 13–22. Elsevier, 2017. http://dx.doi.org/10.1016/b978-0-08-100921-5.00002-3.

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"Information Literacy." In Encyclopedia of the Sciences of Learning, 1563. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_4359.

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Choudhury, Subhajit, Sudhir Kumar, and Chitresh Kala. "Information Literacy." In Advances in Library and Information Science, 309–27. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2500-6.ch025.

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The chapter defines Information Literacy with its scope, such as Visual Literacy, Media Literacy, Computer Literacy, Network Literacy, Health Literacy, Business Literacy, and Library Literacy. It establishes the relation between Literacy and Information Literacy as a modified definition of literacy. Further, it states that the root cause of digital divide in countries like India, Nepal, and Bangladesh is information illiteracy. The data collected on various e-initiatives in India, Nepal, and Bangladesh have been discussed. Information Literacy depends on various factors, and it should start from the National level so, after taking due consideration of socio-economic, geographic, and political condition, Information Literacy Plans have been formulated for these countries. First, at a national level, then at the educational level, and then community level. Further, the curriculum for IL courses at various levels have been formulated. It is suggested that the government should set up a national level apex body such as Indian Information Literacy Forum, Nepal Information Literacy Programme, Bangladesh Information Literacy Programme, or an Autonomous Information Literacy Council under the Ministry of Information Technology and in collaboration with Ministry of Human Resource Development and Ministry of Telecommunication in India, Ministry of Information and Communication in Nepal, and Ministry of Science and Information and Communication Technology in Bangladesh. It also suggests various other measures to make IL programmes to transform these countries into developed nations.
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Conference papers on the topic "Information literacy"

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Aleksandrova, Olga M. "Language And Literary Literacy As Components Of Learner’s Functional Literacy." In International Conference "Education Environment for the Information Age". Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.6.

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Larsen, Lida L. "Information literacy." In the 24th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/262051.262079.

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Llorente, Héctor Javier García, and María José Rodríguez Conde. "Information literacy." In the Second International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2669711.2669971.

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Đurđević Babić, Ivana, and Ivana Bestvina Bukvić. "The Effect of Students’ Self-Reported Information and Informatics Literacy on Financial Literacy and the Use of Online Payment." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.17.

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In today’s world, where almost everything takes place in the virtual world, information and informatics, as well as financial literacy are becoming increasingly important. Although most of the university students are considered to be sufficiently information and informatics literate, the Covid-19 pandemic has confirmed how necessary it is to possess the skills and knowledge related to these literacies in order to maintain quality of life by using new financial technologies and be effective in various spheres of life. This study investigated whether there is connection between these two literacies and financial literacy of university students. Also, students’ demographic data, Internet use, agreement with statements concerning information and informatics literacy as well as the use of payment services before and after the Covid-19 pandemic was explored. In addition, the research aim was also to see if acceptable neural network model could be made for distinguishing students based on their reported financial literacy. Monte Carlo exact test showed that there is statistically significant association at the 0.05 level of significance between the self-reported informatics literacy and information literacy (p = .000, two-sided), age (p = .027, two-sided) and by making payments via digital wallets in 2021 (p = .007, two-sided) and 2020 year (p = .024, two-sided). Also, Monte Carlo exact test showed that there is statistically significant correlation at the 0.05 level of significance between respondents’ information literacy and their work experience (p = .005, two-sided) and who covers their life expenses (p=.019, two-sided). The Monte Carlo test also showed that both of these literacies have statistically significant relationship with financial literacy (p = .000, two-sided), but statistically significant relationship was not found between financial literacy and payments via digital wallets. Concerning the neural network approach, the obtained multilayer perceptron (MLP) neural network model gained overall efficiency of 97.5% in distinguishing students based on their level of financial literacy.
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Axelsson, Marie-Louise, Christina Brage, Kajsa Gustafsson Åman, and Magdalena Öström. "MIND THE GAP! ACADEMIC INFORMATION LITERACY VS WORKFORCE INFORMATION LITERACY." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0478.

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Planska-Simeonova, Kamelia, and Svetoslava Dimitrova. "VISUAL LITERACY MEETS INFORMATION LITERACY: APPLICATION IN UNIVERSITY INFORMATION ENVIRONMENT." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0875.

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Basili, Carla. "Measuring Information Literacy Policies." In Proceedings of the International Conference on QQML2009. WORLD SCIENTIFIC, 2010. http://dx.doi.org/10.1142/9789814299701_0025.

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Siqueira, Ivan. "Information literacy and online privacy." In 13th CONTECSI International Conference on Information Systems and Technology Management. TECSI, 2016. http://dx.doi.org/10.5748/9788599693124-13contecsi/ps-4091.

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Welker, Andrea L., and Barbara Quintiliano. "Information Literacy: Moving Beyond Wikipedia." In GeoCongress 2008. Reston, VA: American Society of Civil Engineers, 2008. http://dx.doi.org/10.1061/40971(310)97.

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Batooli, Zahra, Fatemeh Fahimnia, Nader Naghshinih, and Fakhralsadat Mirhosseini. "Information Literacy Gamified Online Tutorial." In 2018 12th Iranian and 6th International Conference on e-Learning and e-Teaching (ICeLeT). IEEE, 2018. http://dx.doi.org/10.1109/icelet.2018.8586780.

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Reports on the topic "Information literacy"

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Carlson, Jake, Megan Sapp Nelson, Marianne Bracke, and Sarah Wright. The Data Information Literacy Toolkit. Purdue University, April 2015. http://dx.doi.org/10.5703/1288284315510.

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Foster, Nancy. Information Literacy and Research Practices. New York: Ithaka S+R, November 2014. http://dx.doi.org/10.18665/sr.24944.

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Christiansen, Deborah, Mary Embry, and Jon Racek. Information literacy for design and merchandising students: Exploring the process with information specialists. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-72.

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Senanayake, Muditha, and Mary Class. Need Analysis – Information Technology Literacy Skills for Non-Majority College Students. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-774.

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Johnston, Lisa, and Jon Jeffryes. Teaching Civil Engineering Data Information Literacy Skills: An e-Learning Approach. Purdue University, 2015. http://dx.doi.org/10.5703/1288284315479.

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Hastings, Justine, and Lydia Tejeda-Ashton. Financial Literacy, Information, and Demand Elasticity: Survey and Experimental Evidence from Mexico. Cambridge, MA: National Bureau of Economic Research, December 2008. http://dx.doi.org/10.3386/w14538.

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Rasnača, Līga, Kristīne Vībane, Jurijs Ņikišins, Vladimirs Meņšikovs, Līva Jankaite, Viola Korpa, Ilze Mileiko, et al. Latvia. Human Development Report 2015/2016. Mastery of Life and Information Literacy. Edited by Baiba Holma and Andra Damberga. University of Latvia Advanced Social and Political Research Institute, 2017. http://dx.doi.org/10.22364/lvhdr.2015.2016.

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Westra, Brian, and Dean Walton. Teaching Ecology Data Information Literacy Skills to Graduate Students: A Discussion-Based Approach. Purdue University, 2015. http://dx.doi.org/10.5703/1288284315480.

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Lusardi, Annamaria. Household Saving Behavior: The Role of Financial Literacy, Information, and Financial Education Programs. Cambridge, MA: National Bureau of Economic Research, February 2008. http://dx.doi.org/10.3386/w13824.

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10

Michaud, Meredith. Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3074.

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