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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Oakleaf, Megan J. Tibbo Helen R. "Assessing information literacy skills a Rubric approach /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,182.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Information and Library Science." Discipline: Information and Library Science; Department/School: Information and Library Science, School of.
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Vaičiūnienė, Vilhelmina. "Information literacy in modernization of university education." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20071109_154354-04112.
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Innovations and changes in higher education paradigm are related to the idea of lifelong learning and application of information communication technologies in learning process. Information literacy is a phenomenon conditioned by modern life realia, related to the newest technologies and abundance of information. It appears to be one of the means of modernization of university education. The issue of information literacy at the university level in Lithuania has not been researched in more depth so far. Integration of information literacy into the curriculum of higher education is a key question closely related to the shift in the idea of the university mission and to the transformations of being and functioning in the knowledge-based society.
The dissertation addresses the issue of information literacy integration into the curriculum of higher education. The integration of information literacy into university curriculum creates preconditions for quality improvement in teaching and learning processes. The research reveals the topicality of standardization of information literacy at university education as the way to modernize it. The dissertation presents a phenomenographic research into students’ information literacy conception. The expert study results reveal university teachers and librarians’ attitude towards information literacy and its need at university. The comparative analysis based on the mode of study and gender reflects differences in students’ information literacy... [to full text]Universiteto struktūra, strategija, mokymo tikslai ir mokymo(si) metodai keičiasi drauge su visuomenėje vykstančia pažanga, kai šalia kitų funkcijų universitetui patikėta mokymosi visą gyvenimą misija. Plačios ir sparčios kaitos kontekste naujas ugdymo turinys skatina naujai pažvelgti į studijų procesą, ieškoti būdų ir priemonių kaip jį tobulinti. Siekį keisti studijų paradigmą lemia: a) išoriniai (globalizacija, informacinių technologijų plitimas) ir b) vidiniai (noras tobulėti, kelti kvalifikaciją, siekti žinių) veiksniai. Lietuvos tyrėjai, analizavę universitetinių studijų procesą, skiria didelį dėmesį kompetencijų apibrėžčiai, jų sandarai, kuri glaudžiai siejama su mokymo ir mokymosi strategijomis universitetinėse studijose, universitetinių studijų kokybe ir jos vertinimu, inovacinių mokymosi metodų taikymu universitetinėse studijose, suaugusiųjų mokymosi ir mokymosi visą gyvenimą dimensijomis, mokymosi ir universitetinių studijų santykiu. Šie klausimai neabejotinai yra glaudžiai tarpusavyje susiję, papildo vienas kitą, sudarydami visuminį šiandieninio mokymosi universitete paveikslą. Lietuvoje informacinio raštingumo problematika universitetinėse studijose mažai tyrinėta. Informacinio raštingumo integravimas į aukštojo mokslo turinį yra aktuali problema, glaudžiai susijusi su kintančia universiteto misijos samprata, bei pakitusiais visuomenės, grindžiamos žiniomis, funkcionavimo principais. Užsienio patirtis rodo, kad informacinio raštingumo gebėjimų įgijimas turi... [toliau žr. visą tekstą]
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Laverty, Corinne Y. C. "Resource-based learning : gateway to information literacy." Thesis, Aberystwyth University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274593.
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Morrison, Rob. "Culturally-relevant information literacy : a case study /." Digital version available through National-Louis University's Digital Commons; click to view, 2009. http://digitalcommons.nl.edu/diss/20/.
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Abdullah, Szarina, Kassim Norliya Ahmad, Saad Mohd Sharif Mohd, Noe Rashimahwati Tarmuchi, and Rasimah Aripin. "Developing information literacy measures for higher education." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105864.
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This is the first part of a report of an investigation on Information Literacy (IL) among final year students in six Malaysian universities in the Klang Valley. The study attempts to measure studentsâ IL competency in key areas, namely, the ability to identify, access, retrieve, evaluate, and organise needed information to achieve certain purposes. A self-administered questionnaire was used as the instrument for data collection, conducted during August and September 2005. Respondents comprised students from 3 main fields, i.e. Science and Technology, Social Science and Humanities, Business and Accountancy. A total of 1,100 responses are used for data analysis. Scores are assigned for identifying levels of competency as: 0 = wrong answer, 1=beginner, 2=intermediate and 3=advanced. Results of the analysis reveal that half (50.1%) of the respondents are at the intermediate IL level while more than one-third (38.4%) are beginners, and slightly more than ten percent (11.5%) can be categorized as at the advanced competency level. Respondents with higher competency levels are those who frequently read materials in English, use the Internet to download programs / software, search databases for aca-demic materials, use the library to read academic journals and discuss academic matters, compared to those who go to the library for other reasons such as to borrow books, meet friends or study. Compulsory information skills courses are found to be related to competency levels, but this relationship is not statistically significant. There is no significant difference in the competency level between those who are currently writing a thesis and those who are not. However, there is a significant difference in IL competency between those who have written assignments in an essay format and those who have not.
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Walsh, John Barry. "The Effects Of Targeted, Connectivism-Based Information Literacy Instruction On Latino Students Information Literacy Skills And Library Usage Behavior." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/312502.
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The United States is experiencing a socio-demographic shift in population and education. Latinos are the fastest growing segment of the population on the national level and in higher education. The Latino student population growth rate and Latino college completion rate are not reciprocal. While Latino students are the fastest growing demographic group in higher education, they continue to have the lowest persistence and retention rates. Latino students are more at risk for dropping out of college than any other ethnic group. Latinos decreasing persistence rates have caused an academic achievement gap in higher education (Long, 2011). Literature has correlated the gap with Latinos limited IL competency and low library usage (Long, 2011).This quasi-experimental research examined the effects of a targeted information literacy (IL) instructional method on Latino community college students IL skills and library usage. The study also introduced the idea of using a connectivism based targeted instruction to influence Latinos IL skills and library usage. The intent of the study was to investigate the development of information literacy instruction (ILI) which targets Latino students and uses the principles of connectivism. Connectivism posits that students' learn by connecting to information along their personal learning networks (Siemens, 2005). Connectivism helps position the library within Latino students' personal learning networks. This positioning may increase their library usage and by extension their IL skills. Specifically, this quantitative study assessed the effect of the instruction on IL skills and library usage behavior of Latino community college students. A pretest/posttest control group design was used for this study. A sample of 92 Latino male and female students completed the pretest and posttest. They were recruited from a diverse population of community college students who were registered for Introductory English classes. Data was collected through instrumentation that included an Information Literacy Rubric, an Information Literacy Skills Test, a Library Usage Survey/Demographic Identification Form, and a Citation Analysis Form. Though two of the hypotheses were not supported, the data collected allowed the researcher to accomplish two of the purposes of this study, to design and assess a targeted ILI that increases Latino students' IL skills and library usage, and to advance the research that grounds the emerging learning theory of connectivism. The more connections students made to information sources the higher their overall IL skill score were. This data suggests that as students make connections to information resources they are learning IL skills and the more sources they connect to, the more they learn. Though TI did not emerge as the more effective method, it is effective at increasing library usage and IL skills in Latino community college students'. The results of this study may lead to a better understanding of how students acquire IL skills. Instruction has become increasingly important in librarianship and recently has even eclipsed traditional reference service. (Grassian & Kaplowitz, xix, 2009). More and more academic libraries are being held accountable for their contribution to student learning. The findings of this study provide evidence that the instructional efforts of the library are influencing student learning outcomes.
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Mertes, Nathalie. "Teachers' conceptions of student information literacy learning and teachers' practices of information literacy teaching and collaboration with the school library." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät I, 2014. http://dx.doi.org/10.18452/16921.
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Schulbibliothekare sollen mit Lehrern zusammenarbeiten, um die Informationskompetenz (IK) der Schüler zu fördern, aber Informationswissenschaftler berichten international über mangelnde und oberflächliche Zusammenarbeit. Die Sicht der Lehrer auf die Förderung von IK und die Zusammenarbeit mit der Schulbibliothek wurde in der Forschung bisher kaum berücksichtigt. Basierend auf einem qualitativen Design beschreibt diese Studie den Prozess der Förderung von IK in einem ganzen Lehrerkollegium in einer US-amerikanischen Privatschule in einer detaillierten Theorie. Daten über Lehrer wurden in teilstrukturierten Interviews mit der Schulleitung und Schülern erhoben, Daten von Lehrern in einem Fragebogen und teilstrukturierten Interviews. Die Lehrer identifizierten sieben Bereiche von IK. Die Ergebnisse zeigten zudem, dass die Mehrzahl der Lehrer IK unterrichtete, vor allem mit Hilfe von Rechercheaufgaben, und dabei mit der Schulbibliothek zusammenarbeitete, und dass sowohl Schulbibliothekare als auch Lehrer didaktische Maßnahmen ergriffen. Der Prozess der IK-Förderung wurde beeinflusst durch die Fachgebiete und den Umfang der Rechercheaufgaben. Beispielsweise wurden in kleineren Projekten in erster Linie Quellen aus dem Internet genutzt, in größeren hingegen Quellen aus der Schulbibliothek; auch unterrichteten die Schulbibliothekare im Rahmen von kleineren Rechercheaufgaben vorrangig Aspekte zum Auffinden von Informationen, in größeren Arbeiten hingegen Aspekte zur Mehrzahl der sieben IK-Bereiche. Die Förderung von IK in der formalen Bildung ist ein komplexes Unterfangen. Schlussfolgerungen für die Praxis sind, dass die Schulbibliothekare dieser Komplexität Rechnung tragen und sich mit den Lehrern über gemeinsame Begriffe von IK sowie Ziele, Gelegenheiten und Verantwortlichkeiten bei der Förderung von IK verständigen sollten. In Schulen ohne Bibliothekare sollten Lehrer besonders gut vorbereitet sein, um die erforderlichen didaktischen Interventionen alleine zu leisten.School librarians are expected to interact with teachers for enhancing student information literacy (IL); however, information scientists report low numbers and levels of collaboration internationally. The teachers’ perspective on both IL teaching and collaboration with the school library has been neglected in research. Hence, a qualitative case study approach was chosen for gaining an in-depth understanding and developing a theory about the process of IL teaching in an entire faculty in a US independent high school. Data were collected about teachers in interviews with administrators, the head school librarian, and students, and from teachers in a questionnaire and semi-structured interviews. IL emerged out of the study in the form of seven concepts with major findings exhibiting that the majority of teachers do teach IL, especially through the assignment of research tasks, and collaborate with the school library, and that school librarians as well as teachers provide pedagogical interventions. IL competencies covered in research tasks, pedagogical interventions, and collaborative interactions were partly shaped by disciplines and the scope of research tasks. For example, web sources were prevalent in small-scale projects and library sources in extended projects; moreover, school librarians provided pedagogical interventions predominantly about information finding when students undertook small-scale research projects and about the majority of IL competencies when students undertook extended projects. IL teaching in formal education is a highly complex endeavor. Implications for practice include that school librarians need to take into account this complexity and agree with teachers on common understandings of IL and negotiate objectives, opportunities, and responsibilities with them for providing pedagogical interventions; where librarians are missing within schools, teachers need to be particularly well prepared for providing these interventions alone.
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Baird, Joseph A. "Measuring information gain in the objective force." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Jun%5FBaird.pdf.
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Thesis (M.S. in Operations Research)--Naval Postgraduate School, June 2003.Thesis advisor(s): Eugene P. Paulo, Alvin F. Crowder, Susan M. Sanchez. Includes bibliographical references (p. 49). Also available online.
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Revercomb, Pamela Lipe. "Internet information literacy a study of older adults /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
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Adeyiga, Valda J. "The Relationship between Information Literacy and Global Learning." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3395.
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The purpose of this study was to investigate the relationship between undergraduate student performance on an information literacy assessment activity and their performance in global learning assessment activities for three global learning outcomes: global awareness, global perspective, and global engagement.
Global learning is the process whereby people from varied backgrounds collaboratively analyze and seek solutions for complex problems that go beyond borders. Important components of global learning are the acquisition, analysis and use of information, relating to complex problems which may include, but are not limited to, poverty, environmental protection and food security. These components of global learning are analogous to information literacy, which represents skills that students apply to recognize, access, evaluate, and use information for decision making.
Students enrolled in global learning courses, at Florida International University, participated in this investigation during the fall of 2016. Data from an 18-question information literacy assessment survey, and results of three global learning assessment activities were collected. Instructors teaching the global learning courses scored the global learning assessment activities. Information literacy and global learning data for 43 students were analyzed using multiple regression correlation methods. Research findings indicate no significant relationship between information literacy and the three global learning outcomes: global awareness, perspective and engagement. Descriptive data analysis show that over 79% (n=34) of participants reported having never received information literacy instruction from a librarian.
Curricular implications include exploring opportunities for exposing students in global learning courses to information literacy processes either by adding information literacy to the general education core curriculum or by integrating information literacy into these courses. Recommendations for future research include replicating this study with a larger sample of students and conducting a study involving an information literacy intervention with pre- and post-test components.
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Haberle, Nikky. "Developing an evaluative framework for information literacy interventions." Thesis, Cape Technikon, 2001. http://hdl.handle.net/20.500.11838/1892.
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Thesis (MTech(Education)--Cape Technikon, Cape Town, 2001This study presents a theoretical evaluative framework for information literacy initiatives. The evaluative framework is based on a holistic behavioural taxonomic approach incorporating affective, cognitive, and physical domains. In this study the behavioural taxonomic approach was applied to the evaluation of a historical information literacy initiative, the IFYE (Integrated First Year Experience), developed by the Cape T echnikon in 1997, South Africa. The motivating factor behind the evaluation was to determine whether it would be suitable as an implementable initiative at other institutions in the Western Cape. This coincided with the aims of Infolit, who had invited institutions of Higher Education to submit pilot projects on information literacy in a drive to promote information literacy throughout the Western Cape. Although the IFYE initiative may not have realised its full potential, information literacy has drawn continued interest and other initiatives have since been developed. Application of two eXlsttng taxonomles, demonstrated distinct limitations in their application and a new taxonomy was developed within the South African educational context. The new taxonomy was applied to the theoretical evaluation of an innovative elearning information literacy initiative developed by the Cape Technikon in 2000, which has been accepted by Infolit for wider implementation throughout the Western Cape. The final section of the study presents recommendations based on the evaluation of the elearning initiative, information literacy initiatives in general, and structural changes to the developed taxonomy. Areas for further research are also discussed.
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Forte, Andrea. "Learning in public information literacy and participatory media /." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/29767.
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Thesis (Ph.D)--Computing, Georgia Institute of Technology, 2010.Committee Chair: Bruckman, Amy; Committee Member: Grinter, Rebecca; Committee Member: Grudin, Jonathan; Committee Member: Guzdial, Mark; Committee Member: Kolodner, Janet. Part of the SMARTech Electronic Thesis and Dissertation Collection.
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Spisak, Jen. "Secondary Student Information Literacy Self-efficacy vs. Performance." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5643.
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The amount of information in the world has grown exponentially in the last generation. Students often believe that growing up as digital natives means they have advanced information literacy skills. However, school librarians are not seeing evidence of this in their schools. The purpose of this study was to determine if secondary students overestimate their information literacy (IL) abilities, if relationships exist between IL self-efficacy and performance, and if grade level or self-efficacy level changes those relationships. To accomplish this, data were collected from two middle schools and three high schools from a total of 397 students in grades 6, 9, and 12. Students completed the Information Literacy Self-efficacy Scale (ILSES) and the Tool for Real-time Assessment of Information Literacy Skills (TRAILS) to measure their IL self-efficacy and performance. The data were examined as a whole, by grade level, by self-efficacy level, and by a breakdown of combined self-efficacy level and grade level. Analyses involved t-tests, bivariate correlations, and hierarchical linear regression. Results showed that all groups overestimated their IL abilities and that the overestimation increased as self-efficacy level increased. In addition, correlations provided evidence of a relationship between IL self-efficacy and performance for each grade level and for each self-efficacy level. Another finding was that in all grade levels, higher self-efficacy equated to higher performance, however, for a large percent of students, high self-efficacy equated with lower scores. Grade level did have an effect on the relationship between IL self-efficacy and performance. This effect showed statistical and practical significance when grade level was used as a covariate but only practical significance when used as a moderating variable. Overall, ninth graders showed a dip in performance when compared to sixth and twelfth grades.
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Sayyad, Abdi Elham. "Web professionals : how do they experience information literacy?" Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/78982/2/Elham_Sayyad_Abdi_Thesis.pdf.
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This phenomenographic research investigated variation in web professionals' understanding of information literacy. The outcome is of value for the education of practitioners both in the areas of information literacy, and web design and development. Analysis of 23 in-depth interviews with web workers from different stages of web design and development process revealed that they experience information literacy as staying informed, building a successful website, solving a problem or participating in a community of practice. The present research advances the existing understanding of the concept of information literacy, especially in an occupational context. Additionally, using the web professionals' world as the context of the study, the research also contributes to the field of website design and development by shedding light on less-researched experiences of people involved in this industry.
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Andretta, Susie. "Ways of experiencing information literacy : perception and practice amongst information management postgraduate students." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10006522/.
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This study employs the phenomenographic concept of the structure of awareness to examine the experience of information literacy. It argues that the context in which information literacy is experienced affects the aspects of this phenomenon that are conceptualised and practised. The sample consisted of 27 students studying part-time for the MA in Information Services Management in London, and working as librarians or information managers. An iterative process of development led to the creation of an outcome space consisting of four categories of description on the students' experience of information literacy: Functional Literacy, Provision, Lifelong Learning, and Education. The categories are ordered hierarchically both by the purpose and context of the information goal and by the information relationship that underpins this goal. First, 'Functional Literacy' involves a binary relationship between individual and information which underpins everyday information goals. Secondly, in 'Provision' the information relationship expands from binary to ternary involving a threeway interaction between user, information professional, and information to address a range of information goals. Thirdly, 'Lifelong Learning' involves a binary relationship between the students and open-ended, complex information goals. Fourthly, 'Education' involves a ternary relationship whereby the educator fosters the development of independent learners by exposing them to open-ended, complex information goals. The multiple-context approach generates a more comprehensive outcome space for the students' experience of information than previous phenomenographic studies because it establishes the context-specific aspects of the phenomenon that are the focus in each category of description and enables the examination of the dynamics of the changes that occur within each category (classified as 'transformation') or across categories (classified as 'transfer'). It is argued that this multiple-context outcome space is better suited to inform future investigations exploring the experiences of information literacy education from the perspective of learners and of librarians who are charged with its delivery
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O'Connor, Lisa G. "Librarians' professional struggles in the information age a critical analysis of information literacy /." [Kent, Ohio] : Kent State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1153761756.
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Thesis (Ph.D.)--Kent State University, 2006.Title from PDF t.p. (viewed June 11, 2009). Advisor: Natasha Levinson. Keywords: library and information science, information literacy, library instruction, school librarianship, academic librarianship, professionalization of librarianship. Includes bibliographical references (p. 241-256).
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Beheshti, Jamshid. "Library and Information Studies Curriculum." ALA, 1999. http://hdl.handle.net/10150/105051.
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Based on a presentation at the 27th Annual Conference of the Canadian Association for Information Science, June 9 - 12, 1999.This exploratory study attempts to map the curricula of the ALA accredited LIS programs to provide a better understanding of the nature of LIS education as is currently prevalent in the United States and Canada. The mapping methodology is based on clustering keywords of individual course titles and course descriptions from each LIS program. Hence, the study provides a relatively accurate snapshot of the curricula through a concept intensity map of the subjects being presently taught in LIS programs. It is hoped that the map will contribute to discussions in designing a more cohesive LIS education.
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Doucette, Wendy C. "Contextualizing Information Literacy: Why ‘Why’ Makes All the Difference." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5360.
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Graduate students require the same base knowledge of information literacy as undergraduates, but are less likely to receive in-class instruction. Rather than considering them as external, theoretical signposts or goals, this presentation will discuss the value of situating the ACRL Information Literacy Standards and Framework into the real-life graduate student experience. Explaining what it means to have membership in the academic community leads directly to a deeper understanding of scholarly dialogue, authority and peer review. This grounding leads to an understanding of ownership, copyright, and plagiarism. This high-level overview of the scholarly research process allows students to comprehend their own place in the process, and the function of various types of academic papers. The parts and styles of research papers are situated within the larger realm of scholarly publishing expectations and opportunities. Students are then able to apply these concepts to view themselves as academic creators, with all the rights, responsibilities, and expectations of working members of the academic community.
After the presentation and discussion, attendees should be able to recognize the immediate increase in student engagement when the ACRL concepts are presented in real-life context and terms assess the benefits of demonstrating to students where they belong in the academic cycle draft a similar message to support the particular circumstances of their own students
This presentation addresses personalizing information literacy for increased real-life relevance and retention; practical advice for teaching information literacy skills of immediate use to students; and providing students with clear context concerning issues such as copyright and plagiarism.
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Lupton, Mandy, and n/a. "Researching an essay: Undergraduates' ways of experiencing information literacy." University of Canberra. Professional Communication, 2003. http://erl.canberra.edu.au./public/adt-AUC20050530.091245.
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This thesis presents a study of students' ways of experiencing information literacy when
researching an essay in a first year university course. The aims of the study were to
contribute to an understanding and awareness of information literacy from the students'
experience, and to inform curriculum design for information literacy education.
The study involved semi-structured interviews with 20 undergraduate students enrolled
in a first year environmental studies course at the Australian National University in
2002. A phenomenographic approach was used as the methodological and theoretical
basis for the study. This research was modelled on Limberg's (1998) study of Year 12
students researching an assignment. It is positioned between Limberg's study and
Bruce's (1997) study of higher educators' conceptions of information literacy.
The experience of information literacy included the interrelationship between the essay,
information and learning. The way in which students experienced a focus on learning,
focus on the essay task, use of information in the course, use of information in the
essay, use of contrasting perspectives and development of argument formed the
qualitative differences in experience. Students experienced information literacy when
researching an essay as: looking for evidence to backup an existing argument; using
background information to develop an argument; and applying learning to help solve
environmental problems. A further outcome of the study is that information literacy is
framed as a learning approach. These outcomes may have significance for students,
teachers, librarians, academic skills advisors, academic developers, policy makers and
administrators in higher education.
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Walton, Geoffrey L. "Developing a new blended approach to fostering information literacy." Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/8148.
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This thesis examines how to engage UK based undergraduate students in Sport & Exercise in the process of becoming information literate in their subject area. The Main Study focused on three groups of students enrolled on a core subject based module. The module in question was delivered via a blended learning approach where part of the delivery was face-to-face and part online via discussion board within the Blackboard Virtual Learning Environment (VLE). Acquiring a rigorous understanding of how to deliver information literacy (IL) required four things to be achieved: an understanding of the field of IL; an appreciation of the information behaviour (IB) processes underpinning IL, an awareness of current theory and practice in the area of teaching and learning and finally, an understanding of current thinking and scholarship in e-learning. In particular the thesis adopted notions of constructivist approaches to learning recommended by Mayes & de Freitas (2004), community of practice (Wenger, 1999), scaffolding (JISC, 2004), and managing online discourse (Goodyear, 2001) to create a workable, theoretically and empirically grounded model for testing. An in depth investigation of methodological theory was carried out in order to devise a robust research strategy to thoroughly test this new model. This strategy has a number of unique characteristics: it uses an IB model (Hepworth, 2004), a cognitive theory of learning (Bloom et al, 1956) and a notion of metacognition defined by Moseley et al (2004) to code and analyse qualitative data. The model was tested in a Pilot Study, substantially modified and then re-tested in a Main Study. The key findings generated from this indicated the importance of task, role and norms in the IL pedagogical process and that the new model for delivering IL teaching and learning via a blended approach engendered higher order thinking in particular analysis, synthesis and evaluation. Data also indicated four discrete levels of information discernment which suggest a possible format for the structuring of an evaluation of information assessment rubric. It is envisaged that this new model has a broader application beyond Higher Education (HE) and Sport & Exercise. Whilst the study has a number of limitations it can be concluded that the research undertaken here provides a significant contribution to the existing body of knowledge in IL, IB, learning and e-learning scholarship. However, it is recognised that any apparent solution is only provisional in a rapidly developing information landscape and, as a consequence, a number of future avenues for research are recommended.
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Chan, Yuen-chin Mandy, and 陳婉千. "Rethinking information literacy: a study of Hong Kong students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B2684056X.
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McDowell, Elizabeth Anne. "Negotiating information literacy pathways : learner automony in higher education." Thesis, University of Newcastle Upon Tyne, 2004. http://hdl.handle.net/10443/783.
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This study examines ways in which the practice of information literacy is experienced by undergraduate students in Biology and Social Sciences, using a learner-centred, phenomenographic approach. It challenges simplistic connections which are made between availability of information, learning and learner autonomy in the contemporary information environment. Variations in the experience of information literacy practice in relation to academic assignments are presented. Four distinctive information literacy pathways, or ways of experiencing the process, are identified. The learner-centred perspective has enabled clear distinctions to be made between information literacy pathways, in particular clarifying the concept of focus which has been problematic in earlier work. The Minimalist pathway was associated with poor academic performance. The other three, Gathering, Pinpointing and Connecting, enabled students to be successful in their courses but differed in terms of the development of: subject-matter autonomy; confidence and a sense of competence as a learner; and personal engagement with academic work. The student experience is viewed as a negotiation of ways to act involving the study context, subject knowledge and the student's own role. A key differentiating factor is the student's ability to discern subject knowledge as something which exists outside its embodiment in study tasks. A further factor is the position of the student in relation to both the subject and the study context. This is associated with differences in the sense of control and students' perceptions of themselves as learners. Suggestions are made for educational practice. Attention must be given to the processes of learning and not just its products, such as assignments. A developmental approach towards all students is needed. Even students who appear to be doing well may need guidance to develop autonomy in relation to subject matter. The electronic information environment can provide opportunities and tools but it is interpersonal interaction, between lecturers and students and amongst students, that builds the bridge between information, learning and learner autonomy.
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Faux, Fern. "Literacy, special needs and the use of information technology." Thesis, University of Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400417.
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Dudziak, Elisabeth Adriana. "A Information Literacy e o Papel Educacional das Bibliotecas." Universidade de São Paulo, 2001. http://www.teses.usp.br/teses/disponiveis/27/27143/tde-30112004-151029/.
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O trabalho apresenta uma abordagem teórico-documental de análise e discussão de práticas e conhecimentos acerca da Information Literacy, a fim de sistematizar a matéria, com ênfase no papel educacional das Bibliotecas e do bibliotecário. Examina-se a Information Literacy, enquanto processo de interiorização de conhecimentos, habilidades e valores ligados à informação e ao aprendizado, segundo um quadro referencial histórico-conceitual. Evidencia-se a necessidade de um novo paradigma educacional frente à sociedade atual e à explosão informacional. Analisa-se o papel da Instituição Biblioteca enquanto organização e espaço educacional e a necessidade de implementar mudanças que conduzam à Information Literacy. Discute-se o papel do profissional bibliotecário e sua inserção na comunidade educacional, examinando-o à luz de sua formação educacional e profissional. Apresenta-se ao final a sistematização do conhecimento a respeito de Information Literacy, definição, características, objetivos, identificando diferentes níveis, elencando pontos relevantes de atuação de Bibliotecas e bibliotecários na implementação de uma Educação voltada para a Information Literacy.The work presents a documental-theoretical approach analysis and discussions on practices and knowledge on Information Literacy, in order to systematize the subject, with emphasis on the educational role of libraries and librarians. It also examines Information Literacy as knowledge, skills and values interiorization process, connected to information and learning, according to a historical-conceptual referential scenario. The need of a new education paradigm facing the current society and the informational explosion is pointed out. Analysis are carried out on the Librarys role as an educational organization, learning and expression space. The librarian role and his/her insertion in the educational community are examined. Professional and educational profile are discussed. At the end, is presented the knowledge systematization about Information Literacy: definition, objectives, and characteristics, identifying different levels, enumerating relevant topics about Information Literacy Education, with emphasis on libraries and librarians role.
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Stooke, Rosamund. "Partnerships for children's literacy, the information needs and information seeking activities of concerned parents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39889.pdf.
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Locke, Rae-Anne. "Learning Information Literacy : Qualitatively Different Ways Education Students Learn to Find and Use Information." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/367947.
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Learning information literacy reports on an empirical study that explores the qualitatively different ways students in an Australian university experience learning how to find and use information. Recognised as a generic skill and graduate attribute that enables independent and lifelong learning, information literacy is increasingly accepted as a broad and complex educational and social concept. The study uses phenomenography as its methodological and theoretical basis. Phenomenography is a qualitative research approach that originated in educational research, where it was developed to gain a greater insight into student learning in educational settings. It has received considerable recent support in information literacy research. This study is based on interviews with 15 education students. Seven of the participants were drawn from an undergraduate Technology Education program, while the remaining eight were a mixture of undergraduate and postgraduate students undertaking more traditional text-based courses. The study reveals that these students experienced learning information literacy in a range of inclusive ways. In order of increasing complexity, these were: 1. Learning to find information; 2. Learning a process to use information; 3. Learning to use information to create a product; 4. Learning to use information to build a personal knowledge base in a subject area; 5. Learning to use information to advance disciplinary knowledge; 6. Learning to use information to grow as a person and to contribute to others. 2 While there are no other studies that explore students’ ways of experiencing learning information literacy, this study discusses the experiences of information literacy that are represented in key empirical studies that use the phenomenographic research approach and three information literacy curriculum models. Through juxtaposing the results with these studies and models, ways of experiencing information literacy and learning information literacy are illuminated. Implications for information literacy education are also discussed. Understanding the different ways that students experience learning information literacy will assist librarians, academics and other educators to design and deliver information literacy education across this range of experiences and facilitate more expansive experiences for students.Thesis (Masters)
Master of Philosophy (MPhil)
Griffith Institute for Higher Education
Arts, Education and Law
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Williams, Patricia H. (Patricia Howard). "Home Literacy Portfolios: Tools for Sharing Literacy Information and for Assessing Parents' Awareness of and Involvement in their Prekindergarten Child's Literacy Development." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278132/.
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This qualitative study investigated parents' awareness of and involvement in their prekindergarten child's literacy development. In addition, the feasibility of parents using a home literacy portfolio for the purpose of exchanging literacy information with teachers at a parent/teacher conference was examined. Participants included six parent/child dyads, who qualified for a Texas public school prekindergarten program by meeting the requirements for either free or reduced lunches or for the English-as-a-Second Language program. Research tools included audiotaped interviews with parents and with teachers; observations at parent/child workshop sessions, which were also videotaped; and work samples, including a home literacy portfolio from each child. Findings indicate that parents are involved in their children's literacy development. Also, at home, children participate in both open-ended literacy activities and drill-oriented literacy activities, with most of the activities falling into the open-ended category. According to the findings, all of the parents were more aware of their child's literacy achievements after attending the parent/child workshop and developing a home literacy portfolio. In addition, the home literacy portfolio proved to be a useful tool for sharing information at parent/teacher conferences. Parents and teachers exchanged literacy information at the parent/teacher conference. In the process of explaining the portfolios, the parents shared information about their child's drawing development, writing development, and reading development. In contrast, the teachers shared some literacy information with the parents, but much of the information teachers shared reflected the child's participation in class or general information about the child. The findings suggest that the parent/child workshop is a cost-effective vehicle for directly involving parents in their child's education. Moreover, developing a home literacy portfolio provides a means of involving parents with their child and of helping parents' become more aware of their child's literacy development.
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Kilic, Osman. "Information Literacy Skills in the Workplace: A Study of Police Officers." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc31537/.
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Information literacy has become more important as more information is produced and communication has become easier. Better information skills are vital for individuals working in governmental organizations as well as in the business sector. Employees are expected to be confident and competent in interacting with information in their workplaces in order to deliver better service to customers and to the public. This study examines the differences in information literacy skills (ILS), computer literacy skills (CLS), and frequencies of use of information sources (FIS) among police officers, based on their socio-demographic characteristics, namely education, departmental affiliation, ranks, and experience. Information literacy process models developed in an educational environment are combined to explore information literacy process in the workplace. Bivariate and multivariate analyses indicated significant differences of ILS and CLS based on education, departmental affiliation, and ranks but no difference for experience. In addition, there were differences of FIS for all demographic variables except departmental affiliation. The findings of the study may guide both future researchers in the process of developing new models in understanding information literacy process and the managers in police organizations in planning better training programs by considering information and computer literacy skills and use of information sources of police officers.
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Yates, Christine Lee. "Informed for health : exploring variation in ways of experiencing health information literacy." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/65354/1/Christine_Yates_Thesis.pdf.
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This research was a qualitative study that explored the experience of health information literacy. It used a research approach that emphasised identifying and describing variation in experience to investigate people's experience of using information to learn about health, and what they experienced as information for learning about health. The study's findings identified seven categories that represented qualitatively different ways in which people experienced health information literacy, and provide new knowledge about people's engagement with health information for learning in everyday life. The study contributes to consumer health information research and is significant to the disciplines of health and information science.
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Tan, May Hwee Mian, and Yin-Leng Theng. "Building information literacy through project work: A case study in Singapore." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105759.
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In this paper, we described a study carried out to investigate whether the incorporation of information literacy standards explicitly in the learner outcomes of Project Work helped students build and achieve a high level of information literacy. In this study, the students self-assessed their acquisition and development of the information literacy competencies through the use of a five-scale Likert survey. Their reflections of the research experience were also analyzed. In addition, the teachers rated their stu-dentsâ achievement levels through the use of a rubric. Findings revealed that students attained a rela-tively good level of competency, extracted relevant information, synthesized the main ideas to construct new knowledge and seemed to concur with teachersâ perceptions of the studentsâ abilities to access, evaluate and use information more effectively.
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Shchіpak, Darya Dmytrivna, and Дар’я Дмитрівна Щіпак. "Media literacy." Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/51597.
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1.Social Media and Literacy / Shakuntala Banaji – International Encyclopedia of Digital Communication & Society, – p. 6
2.Медиаграмотность - средство от манипуляции [Electronicresource]. –
accessmode:WWW.UNESCO.ORG
3.Leveraging Social Mediafor Literacy [Electronicresource]. –
accessmode:https://www.lexialearning.com/blog/leveraging-social-media-literacyA great number of people spend on social networks more than 2 hours per day. And in general its content raises great concerns from a security point of view. As a new tendency, information usually provokes (especially among adolescents and young people) the destruction of universal values, personal models of behavior, undermine the idea of morality and ethics. Using social networks people face with inaccurate information which forms incorrect knowledge and perceptions in the audience. This risk is one of the most common on social media. This can be any information: from distortion of news to incorrect indication of the author of any quotation. What is more, people with a lack of media literacy can be endangered with mind influence, especially in political and social spheres.
Велика кількість людей проводить в соціальних мережах більше 2 годин на день. І в цілому їх зміст викликає великі побоювання з точки зору безпеки. Як нова тенденція, інформація зазвичай провокує (особливо серед підлітків і молоді) руйнування загальнолюдських цінностей, особистісних моделей поведінки, підриває уявлення про мораль і етику. Використовуючи соціальні мережі, люди стикаються з недостовірною інформацією, яка формує у аудиторії невірні знання і уявлення. Цей ризик є одним з найпоширеніших в соціальних мережах. Це може бути будь-яка інформація: від спотворення новин до невірного зазначення автора будь-якої цитати. Більш того, люди з недостатньою медіаграмотності можуть наражатися на небезпеку впливу на свідомість, особливо в політичній і соціальній сферах.
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Williams, Judy Anne. "An evaluation of the information literacy education of MBA students at the University of Stellenbosch Business School." Thesis, UWC, 2012. http://hdl.handle.net/11394/3233.
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Magister Bibliothecologiae - MBiblThis study investigates the effectiveness of the information literacy education that Master of Business Administration (MBA) students receive at the University of Stellenbosch Business School (USB). The literature reveals that there is a growing trend worldwide to extend information literacy education to include graduate students. The study uses the Association of College and Research Libraries (ACRL) Information Literacy Standards for Higher Education Competencies as the theoretical framework together with Kuhlthau’s Information Search Process. Both process and formative evaluation was used in the study. A mixed method approach was applied to gather data for the study using a pre- and post-information literacy questionnaire, interviews with the information literacy facilitator and the research methodology lecturer and a rubric assessment of students’ group assignment. The information literacy intervention focuses mainly on ACRL Standard 1, with more emphasis on ACRL Standard 2. ACRL Standards 3, 4 and 5 were briefly mentioned as it was difficult to cover all the ACRL Standards adequately within a once-off information literacy session. The results of the study show that the information literacy intervention was successful in introducing students to some of the electronic resources which is one of the major objectives of the intervention. Students’ scores in the pre- and post-information literacy questionnaire and the group assignment were high. This could be an indication that the information literacy intervention was a success. The interviews with the information literacy facilitator and the research methodology lecturer reveal that little collaboration between the library and business academics is taking place. This lack of collaboration affects the quality of the information literacy education in terms of business academics input in the information literacy intervention and in terms of reinforcing information literacy outcomes in students’ assignments. One of the recommendations is that collaborative relationships should be developed between the library and business academics in order to develop an information literacy plan that will fully integrate information literacy within Masters’ courses.
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Starkey, Alysia. "Kansas academic librarian perceptions of information literacy professional development needs." Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3856.
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Essel, J. E. "A study of Ghanaian teacher trainees' conceptions of information literacy." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/14360/.
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This research aimed to explore the variation in how teacher trainees from a non-Western educational context (Ghana) experience and conceptualize information literacy (IL) through a phenomenographic approach. The concept of IL, which originates in the West could be seen and understood differently by different information users in developing countries, including Ghana. A number of studies have begun to focus on the understandings of IL from a phenomenographic perspective, forming a new way of looking at IL from subjects’ conceptualizations of it in different contexts. This particular focus on IL in different information landscapes is seen as a way of broadening the viewpoint and creating a sound theoretical base for the concept. The present study, which is contextualized in this body of research, proposes that ideas about teaching and learning of information literacy and the way trainee teachers are educated in information literacy need to be reorganized to reflect how teacher trainees themselves conceptualize IL. There is limited research focusing on how student teachers experience, understand, and conceptualize information literacy. The study presented here investigated the experiences of 25 teacher trainees who were in their second year at the University of Education, Winneba in Ghana. Data were collected in 2012/13 through semi structured, open-ended, face-to-face-interviews. The analysis which yielded five categories of conceptions showed that, although participants understood IL, it made more sense to them in terms of the information literate teacher (ILT). The five categories describing the ILT were: having linguistic, mainly English language competence; knowing about ICTs for communication and information retrieval purposes; having critical awareness; knowledge-building and, finally, exhibiting professional growth and development. This formed an inclusive hierarchy. While none of the experiences in this study is regarded as inherently better than another, the inclusive nature of the relationships between the categories indicates that each succeeding step in the hierarchy represents a more complex and inclusive awareness of various aspects of IL. Apart from contributing to a comprehensive understanding of information literacy in general, the outcome space in particular can provide a framework for designing an information literacy curriculum to educate teachers as information literates at UEW. The contributions of this research are revealing experiences of IL in a non-Western context and illuminating the conceptions of teacher trainees.
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Macauley, Peter Duncan, and kimg@deakin edu au. "Doctoral Research and Scholarly Communication: Candidates, Supervisors and Information Literacy." Deakin University. Graduate School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031126.085927.
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This study investigates information literacy and scholarly communication within the processes of doctoral research and supervision at a distance. Both doctoral candidates and supervisors acknowledge information literacy deficiencies and it is suggested that disintermediation and the proliferation of information may contribute to those deficiencies. Further to this, the influence of pedagogic continuityparticularly in relation to the information seeking behaviour of candidatesis investigated, as is the concomitant aspect of how doctoral researchers practise scholarly communication. The well-documented and enduring problem for candidates of isolation from the research cultures of their universities is also scrutinised. The contentious issue of more formally involving librarians in the doctoral process is also considered, from the perspective of candidates and supervisors. Superimposed upon these topical and timely issues is the theoretical framework of adult learning theory, in particular the tenets of andragogy. The pedagogical-andragogical orientation of candidates and supervisors is established, demonstrating both the differences and similarities between candidates and supervisors, as are a number of independent variables, including a comparison of on-campus and off-campus candidates. Other independent variables include age, gender, DETYA (Department of Education, Training & Youth Affairs) category, enrolment type, stage of candidature, employment and status, type of doctorate, and English/non-English speaking background. The research methodology uses qualitative and quantitative techniques encompassing both data and methodological triangulation. The study uses two sets of questionnaires and a series of in-depth interviews with a sample of on-campus and off-campus doctoral candidates and supervisors from four Australian universities. Major findings include NESB candidates being more pedagogical than their ESB counterparts, and candidates and supervisors from the Sciences are more pedagogical than those from Arts, Humanities and Social Sciences, or Education. Candidates make a transition from a more dependent and pedagogically oriented approach to learning towards more of an independent and andragogical orientation over the duration of their candidature. However, over tune both on-campus and off-campus candidates become more isolated from the research cultures of their universities, and less happy with support received from their supervisors in relation to their literature reviews.
Ill
The study found large discrepancies in perception between the support supervisors believed they gave to candidates in relation to the literature review, and the support candidates believed they received. Information seeking becomes easier over time, but candidates face a dilemma with the proliferation of information, suggesting that disintermediation has exacerbated the challenges of evaluation and organisation of information. The concept of pedagogic continuity was recognised by supervisors and especially candidates, both negative and positive influences. The findings are critically analysed and synthesised using the metaphor of a scholarly 'Club' of which obtaining a doctorate is a rite of passage. Recommendations are made for changes in professional practice, and topics that may warrant further research are suggested.
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Jackson, Carolyn M. Rhodes Dent. "The high school library web site scaffolding information literacy skills /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276395781&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202154031&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2006.Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Dent Rhodes (chair), Tom Crumpler, Cheri Toledo, Bobb Darnell. Includes bibliographical references (leaves 107-113) and abstract. Also available in print.
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Veach, Grace L. "Tracing Boundaries, Effacing Boundaries: Information Literacy as an Academic Discipline." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4413.
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Both librarianship and composition have been shaken by recent developments in higher education. In libraries ebooks and online databases threaten the traditional "library as warehouse model," while in composition, studies like The Citation Project show that students are not learning how to incorporate sources into their own writing effectively. This dissertation examines the disciplinary origins and current status of information literacy and makes a case for increased collaboration between Writing Studies and librarians and the eventual emergence of information literacy as a discipline in its own right. Chapter One introduces the near-total failure of information literacy pedagogy and the lack of communication between the two disciplines. Chapter Two traces the disciplinary evolution of information literacy from a new concept in the 1970s to its current status. Chapter Three examines the current state of affairs in information literacy by analyzing library and writing program websites to see if and how each addresses information literacy. Chapter Four provides the results of surveys of librarians and writing instructors wherein they describe information literacy teaching and assessment at their own institutions and lay out their visions for the future of information literacy. Chapter Five studies a librarian and a writing instructor who put some of these ideas into action over the course of the 2011-2012 school year. Chapter Six surveys the relationship of accrediting bodies to information literacy and provides recommendations for the future of information literacy instruction that will cross disciplinary lines and allow for both librarians and compositionists to play to their strengths as they establish the new discipline of information literacy.
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Taylor, Pamela Denise. "Promoting Information Literacy through Teacher - School Library Media Specialist Collaboration." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1718.
Full textAbstract:
Schools that support collaboration between teachers and school library media specialists (SLMS) outperform those that do not. Teachers at a rural Georgia middle school were not using the library media program or being trained on how to collaborate with the SLMS to promote student achievement. Guided by Bruner's socioconstructivist theory of learning, the purpose of this descriptive case study was to investigate teachers' experiences with integrating technology and information literacy into the curriculum and to examine the collaborative services the SLMS could provide to enhance integration. Eight teachers in Grades 6th through 8th comprised the sample. Data sources included teacher lesson plans and interviews. Data analysis included line-by-line coding of interviews and lesson plans to generate themes. According to study results, teachers were limiting the integration of technology and information literacy into the curriculum because of their lack of awareness of the SLMS's role as an instructional partner, students' lack of information literacy skills, fear, and time constraints. The resulting project was a series of professional development sessions to increase awareness among teachers of the role of the SLMS as an instructional partner in promoting technology use and information literacy among students. This project may facilitate social change by promoting a collaborative culture as teachers and SLMS work together to expose students to information literacy and technology, ultimately creating students who are skillful researchers and critical thinkers, better prepared for lifelong learning.
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Anderson, Jill Elizabeth. "“Being literate about something”: discipline-based information literacy in higher education." Thesis, 2009. http://hdl.handle.net/2152/ETD-UT-2009-12-492.
Full textAbstract:
This report examines how academic librarians and theorists have discussed the issue of discipline-based information literacy instructional approaches since the publication of the ACRL Information Literacy Competency Standards for Higher Education in 2000. As Kate Manuel has recently noted, the Standards balance outcomes and indicators of universal or general information-literacy skills with more discipline-specific skills. Prior to the publication of the ACRL Standards, Stephen Plum argued that disciplinary standards can provide valuable frameworks for library instruction; more recent theorists have focused attention on general skills, some arguing that discipline-based skills are the province of subject faculty, others suggesting that discipline-based skills are modeled on more general skills, still others suggesting that liaison librarians work collaboratively with faculty to address discipline-specific information needs. Based on a literature survey, my report is a thought piece addressing the following interlocking questions: how do discipline-based skills relate to more general skills? Who should teach discipline-based information literacy? Is information literacy a discipline in its own right? What role might the subject specialist play in discipline-based information literacy initiatives?text
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Lin, Yi-Chien, and 林依潔. "Information literacy integrated information technology in elementary education." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/97378230207642305482.
Full textAbstract:
碩士淡江大學
資訊與圖書館學系
93
The Grade 1-9 Curriculums focuses on the continuity and interconnected of courses. Instead of teaching the fundamental knowledge only with basic ability, it relies mainly on training the students their experience and abilities to live in the modern times. Information literacy offers more space for students, let students be responsible for their study, and have the ability of independent thinking and study. With the changing of educational environment and the Grade 1-9 Curriculums, studying is not equal to memorizing anymore. By the cooperation of teachers and school librarians, the information literacy integrated information technology into the elementary education. The topic of this research is focused on improving students'' learning by themselves. This research targets on the 4-6 grades’ students in Taibei Peitou elementary school. Through the cooperation with librarians, researchers and teachers, which helps to combine the information literacy integrate to information technology in many fields: Society, Nature and Science, and Artistic and humane. The designed six courses include: "Visiting the temple of Taiwan", "The secret of creatures in Water", "Legend Stories", "Ceramic art", "The major four ancient civilizations" and "Breeding". This research collects the observation of students’ reactions, and also the suggestions from teachers, and understands how the school library helps to promote information literacy. There are five conclusions in this research: 1. The execution of information education adopts "practice" or "incorporate teaching". 2. Incorporation information technology considers the hierarchical system. 3. Information literacy in the society field is the most proper one. The Artistic and humane field have diverse responses and understanding in related to the courses’ characteristic and teachers. The Grade six students have basic computer ability so they also have better performance. Information literacy popularizes in incorporation field course. The information literacy on the Society field has better performance. 4. School library helps to promote the information literacy. This research also proposes: 1. Utilizing the information literacy and the library and information education. 2. More Information literacy training. 3. Diversified courses are designed. 4. The School library should become the resource centre of school teaching. 5. The promotion should operate continuously, and 6. Having the school authorities’ supports and encouragements.