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Journal articles on the topic 'Information literacy'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Lloyd, Annemaree. "Information literacy." Journal of Librarianship and Information Science 37, no. 2 (June 2005): 82–88. http://dx.doi.org/10.1177/0961000605055355.

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12

Crawford, John, and Christine Irving. "Information literacy." Journal of Librarianship and Information Science 39, no. 1 (March 2007): 17–26. http://dx.doi.org/10.1177/0961000607074812.

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13

Nutefall, Jennifer E. "Information literacy." Research Strategies 18, no. 4 (December 2001): 311–18. http://dx.doi.org/10.1016/s0734-3310(03)00007-7.

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14

Weaver, Susan M. "Information Literacy." Nurse Educator 18, no. 4 (July 1993): 30–32. http://dx.doi.org/10.1097/00006223-199307000-00018.

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15

Walton, Geoff, and Jamie Cleland. "Information literacy." Journal of Documentation 73, no. 4 (July 10, 2017): 582–94. http://dx.doi.org/10.1108/jd-04-2015-0048.

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Purpose The purpose of this paper is to present a qualitative investigation into whether online textual postings, produced by undergraduate students as part of an undergraduate module, can demonstrate their information literacy (IL) capabilities as a discursive competence and socially enacted practice. It also asks whether these online postings embody power relations between students, tutors and librarians. Design/methodology/approach Foucault’s notion of discursive competence and the separate but complementary concept of practice architectures (specifically focussing on “sayings”) devised by Lloyd were used as thematic lenses to categorise online discussion board postings from a formative online peer assessment exercise created for first-year UK undergraduate students. Online postings were the node of analysis used to identify patterns of language across online conversation. These postings were inductively analysed through manual content analysis. Subject’s responses were initially categorised using open coding. Findings Postings appeared to embody student’s discursive competence and information practice in IL, especially their level of information discernment and what constituted a quality “reference” for an assignment. However, they also demonstrated that the notion of “references” (information artefacts such as a journal article) perform a certain function in reproducing the discursive practices of an academic discipline as an agreed construct between tutor, student and librarian. Practical implications Students were engaged in the process of becoming good scholars by using appropriate online postings to create valid arguments through assessing other’s work, but what they did not do was question received meanings regarding the quality of information they used as evidence. Far from exhibiting the desired outcome of critical thinking (a cornerstone of IL) students who appeared most articulate in discussion tended to emulate the “strong discourse” put forward by their tutors and librarians. Originality/value This research uses practice architectures and discourse analysis to analyse students’ IL capabilities and the context in which they are developed. An approach not employed hitherto. This has practical implications for the ways in which academics and librarians introduce students to the academic discourse of their discipline and the ways in which the production, communication and exchange of information in academic contexts is characterised.
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16

Erjavec, Karmen, and Zala Volčič. "Information Literacy." Journal of Children and Media 4, no. 1 (February 2010): 59–76. http://dx.doi.org/10.1080/17482790903407325.

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17

Meitei, Lairenlakpam Shanta. "Information Literacy." International Journal of Library and Information Services 8, no. 1 (January 2019): 49–60. http://dx.doi.org/10.4018/ijlis.2019010105.

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This article discusses the need and importance of information literacy as an essential component in information society. The article highlights the role of information and information technology as well as the relationship between information and literacy. This article also studies the impact of ICT in rural areas and examines the awareness of the term like, information, information literacy, computer literacy etc. in the rural communities in Manipur, India. Further, it elaborates the need for information literacy and challenges faced by the rural communities in the global information environment.
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18

Alexander, Ross. "Political Literacy as Information Literacy." Comminfolit 3, no. 1 (2009): 9. http://dx.doi.org/10.15760/comminfolit.2009.3.1.64.

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19

Atjo, Nur Amanah Ilham, and Muhammad Fadhil Pratama. "Information literacy: Educate through literacy." International Journal of Social Sciences and Education Research 3, no. 1 (January 1, 2017): 1. http://dx.doi.org/10.24289/ijsser.283581.

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20

Lund, Brady, Daniel Agbaji, and Zoë A. Teel. "Information literacy, data literacy, privacy literacy, and ChatGPT." Human Technology 19, no. 2 (November 3, 2023): 163–77. http://dx.doi.org/10.14254/1795-6889.2023.19-2.2.

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This research delves into the interplay between three pivotal literacies in the digital age–information literacy, data literacy, and privacy literacy—and the receptivity towards the adoption of emerging technology within communities, with a specific focus on the chatbot ChatGPT. Data was gathered through online surveys conducted among adults residing in a four-county region in northern Texas during a two-week period in late 2022, yielding 130 valid responses. The results of regression analysis indicate a positive association between the inclination to utilize ChatGPT for enhancing one's community and proficiency in information literacy and privacy literacy. However, an unexpected observation emerges as data literacy skills do not exhibit a significant relationship with this inclination, despite ChatGPT's standing as a data science innovation. Moreover, age, gender, educational attainment, and internet usage patterns are identified as influential factors in these associations. These findings hold substantial importance in comprehending the intricate dynamics of how diverse literacies and individual and community-related variables mutually shape each other's development.
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21

Azadbakht, Elena S. "Information Literacy and Instruction: Information Literacy Instruction with Primo." Reference & User Services Quarterly 54, no. 3 (2015): 23–26. http://dx.doi.org/10.5860/rusq.54n3.23.

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22

Malafi, Elizabeth, Grace Liu, and Stéphane Goldstein. "Information Literacy: Business and Workplace Information Literacy: Three Perspectives." Reference & User Services Quarterly 57, no. 2 (December 28, 2017): 79. http://dx.doi.org/10.5860/rusq.57.2.6521.

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Businesses want workers who are critical thinking problem-solvers, who know how to find, evaluate, and use information to address work-related issues, and communicate effectively regarding those issues,1 much like the information literacy (IL) or media and information literacy (MIL) efforts worldwide recently described in this column.2 In businesses at all levels and in the workplace, IL/MIL is not a familiar phrase. Undaunted, however, librarians in many types of libraries try to help their users with these very issues. Those librarians face challenges, including constant and rapid change in directions and needs, little or no grasp of the availability of data (or lack thereof), especially on emerging topics, and the need to address and communicate work-related issues speedily, yet with valid evidence. The challenge for librarians in all types of libraries is how to support each other through sharing materials and approaches, perhaps in a new repository for workplace-related IL. The discussions that follow take a first step in that direction. Next steps could include analyzing the contents of such a repository and developing sequential supportive curricula and materials for librarians and for their users to extend and expand their business and workplace IL.—Esther Grassian, Co-Editor
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23

Kennette, Lynne N., and Elizabeth McIntosh. "Your Information Literacy Practices (YILP): Information Literacy and Resourcefulness." Partnership: The Canadian Journal of Library and Information Practice and Research 17, no. 2 (December 13, 2022): 1–22. http://dx.doi.org/10.21083/partnership.v17i2.6680.

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Post-secondary students bring with them unique skills and knowledge which may affect their learning. Information literacy (IL) is a set of abilities which permits the discovery of information as well as using this information to create new knowledge (Association of College and Research Libraries, 2016). While IL abilities are heralded as important, it is difficult to find a simple measure of information literacy, especially since its conceptualization as a framework (Association of College and Research Libraries, 2016). In this paper, we propose a new online measure of information literacy—Your Information Literacy Practices (YILP)—which aligns with the new framework. We compare it to another published measure of IL and student resourcefulness. Implications and recommendations for its use are discussed.
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24

Buschman, By John. "Information Literacy, “New” Literacies, and Literacy." Library Quarterly 79, no. 1 (January 2009): 95–118. http://dx.doi.org/10.1086/593375.

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25

Fantin, Monica. "Perspectives on Media Literacy, Digital Literacy and Information Literacy." International Journal of Digital Literacy and Digital Competence 1, no. 4 (October 2010): 10–15. http://dx.doi.org/10.4018/jdldc.2010100102.

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The cultural landscape poses different challenges for teachers. Beyond developing reading and writing skills, it is necessary to emerge in the digital culture and master the different codes of different languages. In this context, media education studies discuss the educational possibilities of interpreting, problematizing, and producing different kinds of texts in critical and creative ways, through the use of all means, languages and technologies available. Considering that media cannot be excluded from literacy programs, it is essential to reflect on the definition of “literate” today. These reflections examine the resignification of concepts like literacy, media literacy, digital literacy and information literacy.
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26

Seale, Maura. "Marketing Information Literacy." Comminfolit 7, no. 2 (2013): 154. http://dx.doi.org/10.15760/comminfolit.2013.7.2.147.

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27

Pati, Bharati, and Sabitri Majhi. "Information Literacy Skill." International Journal of Digital Literacy and Digital Competence 10, no. 1 (January 2019): 15–33. http://dx.doi.org/10.4018/ijdldc.2019010102.

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For the students and scholars belonging to any trade and level, exercising of information and its sources becomes inevitable. The university education in focus, identifying exact information, selecting the right source and authorized use of the same is being practised very often. This the authors call ‘Information Literacy Skill'. Considering the MLISc students, the future LIS professionals in making, this would certainly be an indication of respite that they are learning IL theories and practice during their second year course. An evaluative study on the targeted MLISC students can provide a substantial solution to this. The present study focuses on the LIS schools of state of Odisha (India) and tries to find out answers to various questions: Are the students of MLISc in LIS schools of Odisha possess adequate IL skills? Are the modules included under master degree syllabi enough for them and their skill requirements as information providers? Can IL be taught at the classroom level? Or is a meticulous practical exposure obligatory?
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28

Widén, Gunilla, Farhan Ahmad, Shahrokh Nikou, Bruce Ryan, and Peter Cruickshank. "Workplace information literacy." Journal of Information Literacy 15, no. 2 (June 8, 2021): 26. http://dx.doi.org/10.11645/15.2.2812.

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This paper focuses information literacy (IL) from a methodological perspective, addressing quantitative IL measures, suitable for evaluating the role of IL in supporting work activities. So far, IL in workplace contexts has mostly been studied using qualitative methods, designed for studying situational and context-dependent practices. Therefore it is important to explore how quantitative measures could be used to bring forward the relation between IL and organisational outcomes, that is the assessment of the impact of IL in workplace contexts. Quantitative research into IL is not unknown, but has been mainly developed in higher education, in order to measure students’ abilities to make use of information. This paper brings forward three separate studies, conducted by the authors, highlighting different workplace contexts: small and medium enterprises; universities; and community councils. The common approach is that survey instruments were used to measure IL and its impact in these organisational contexts. The methodological implementations and insights are presented and combined, and methodological strengths and challenges are discussed, with the aims of (1) building knowledge about IL measures in workplace settings that is currently lacking, (2) finding additional measures for the complex IL construct, and (3) considering the scope of the practices that can be measured. The paper highlights the complexity of studying the impacts of IL in workplace contexts, and the importance of using multiple methods. It constitutes an important step towards a more unified understanding of how to study workplace IL.
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29

Johnson, Sarah C., Margaret Bausman, and Sarah Laleman Ward. "Fostering Information Literacy." Advances in Social Work 21, no. 1 (June 14, 2021): 1–25. http://dx.doi.org/10.18060/24697.

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Genuine collaboration between academic librarians and social work faculty in which information literacy is embedded in social work education is lacking. Drawing from the results of the authors’ 2016 quantitative study surveying academic social work librarians across the United States, this qualitative follow-up uses data from 27 semi-structured interviews concerning the prevalence and nature of information literacy instruction (ILI) in social work education, how ILI is introduced and sustained in social work curricula, and the alignment between ILI efforts with institutional goals, guidelines from accreditation authorities, and professional social work practice standards. The literature review engages the reader in a robust definition of “information literacy” as applied to social work practice and its connection to social justice and anti-oppressive pedagogy. The findings and subsequent discussion center on current systemic obstacles in ensuring social work graduates enter the profession with sufficient information literacy (IL) skills for an ethical, research-informed, data-driven practice and conclude with recommendations for the evolution of integrated ILI at a local level within social work curricula. Collaborative and sustainable partnerships among academic librarians and social work faculty are essential for educating information literate social work practitioners of tomorrow.
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30

Ford, Barbara J. "Update: Information literacy." College & Research Libraries News 52, no. 5 (May 1, 1991): 296. http://dx.doi.org/10.5860/crln.52.5.296.

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31

Isbell, Dennis, and Carol Hammond. "Information literacy competencies." College & Research Libraries News 54, no. 6 (June 1, 1993): 325–27. http://dx.doi.org/10.5860/crln.54.6.325.

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32

White, Marjorie V. "Information Literacy Programs." Reference Librarian 38, no. 79-80 (November 20, 2002): 323–34. http://dx.doi.org/10.1300/j120v38n79_22.

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33

Korolev, Svetlana. "Chemical Information Literacy." Science & Technology Libraries 19, no. 2 (December 2000): 35–42. http://dx.doi.org/10.1300/j122v19n02_04.

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34

Marcum, James W. "Rethinking Information Literacy." Library Quarterly 72, no. 1 (January 2002): 1–26. http://dx.doi.org/10.1086/603335.

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35

Leasure, A. Renee, Donna Delise, Shari C. Clifton, and Mary Ann Pascucci. "Health Information Literacy." Dimensions of Critical Care Nursing 28, no. 6 (November 2009): 276–82. http://dx.doi.org/10.1097/dcc.0b013e3181b4003c.

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36

Walsh, Andrew. "Information literacy assessment." Journal of Librarianship and Information Science 41, no. 1 (March 2009): 19–28. http://dx.doi.org/10.1177/0961000608099896.

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37

Warmkessel, Marjorie M. "Information Literacy Assessment." Public Services Quarterly 3, no. 1-2 (October 17, 2007): 243–50. http://dx.doi.org/10.1300/j295v03n01_22.

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38

Weiner, Sharon A. "Institutionalizing Information Literacy." Journal of Academic Librarianship 38, no. 5 (September 2012): 287–93. http://dx.doi.org/10.1016/j.acalib.2012.05.004.

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39

Connor, Lisa O’, Larry Sheret, and John A. Steele. "Information Literacy Assessment." Reference & User Services Quarterly 52, no. 3 (March 22, 2013): 208–15. http://dx.doi.org/10.5860/rusq.52.3.3340.

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40

Martin, Justine. "Refreshing Information Literacy: Learning from Recent British Information Literacy Models." Comminfolit 7, no. 2 (2013): 114. http://dx.doi.org/10.15760/comminfolit.2013.7.2.142.

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41

Walsh, Andrew. "Playful Information Literacy: Play and information Literacy in Higher Education." Nordic Journal of Information Literacy in Higher Education 7, no. 1 (December 18, 2015): 80–94. http://dx.doi.org/10.15845/noril.v7i1.223.

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It is often difficult to address higher level information literacy skills in Higher Education. This paper argues if we see information literacy as contextual rather than an absolute list of competencies, then play can give us a route to developing those higher level skills.It takes a social constructivist approach in defining information literacy, before going on to define play and games as belonging on a wide spectrum between completely free or open play and highly structured games.Using examples from the literature, the paper builds the argument that play is one answer towards meeting the need to develop high level information literacy in students, even though there is limited empirical research into adult play and information literacy development.
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42

Ireland, Sonnet. "Information Literacy and Instruction: For Your Information: Using Information Literacy in Public Libraries." Reference & User Services Quarterly 57, no. 1 (October 9, 2017): 12. http://dx.doi.org/10.5860/rusq.57.1.6436.

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ACRL’s Framework for Information Literacy for Higher Education has made waves among academic librarians since it was filed by the ACRL Board in 2015. Although the ACRL Framework’s primary intended audience is academic librarians, librarians in all types of libraries engage in information literacy instruction with their patrons. Sonnet Ireland shares her perspective as a public librarian on the impact that the ACRL Framework has had on her view of information literacy and how it has impacted her hands-on work with patrons.—Sarah LeMire, Editor
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43

MANDUSIC, Dubravka, and Lucija BLASKOVIC. "Information Literacy, Theory and Practice in Education." Revista Romaneasca pentru Educatie Multidimensionala 5, no. 1 (June 30, 2013): 47–58. http://dx.doi.org/10.18662/rrem/2013.0501.04.

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44

Dr. N. Kalpalatha, Dr N. Kalpalatha. "Information Literacy: A Need of The Day." Paripex - Indian Journal Of Research 3, no. 4 (January 15, 2012): 144–46. http://dx.doi.org/10.15373/22501991/apr2014/46.

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45

Fosnacht, Kevin. "Information literacy and NSSE: Introducing the Experiences with Information Literacy Module." College & Research Libraries News 75, no. 9 (October 1, 2014): 490–500. http://dx.doi.org/10.5860/crln.75.9.9192.

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46

Flierl, Michael, and Clarence Maybee. "Refining information literacy practice:: Examining the foundations of information literacy theory." IFLA Journal 46, no. 2 (June 2020): 124–32. http://dx.doi.org/10.1177/0340035219886615.

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There are many ways for an academic librarian to contribute to the teaching and learning mission of an institution ranging from direct instruction to assignment design. Given this plethora of information literacy educational practices, what should academic librarians and educators focus time, labor, and resources on, and why should they do so? With an eye towards improving information literacy educational practice and addressing these fundamental questions, we examine the foundational philosophical commitments of two information literacy theories, Critical Information Literacy and Informed Learning. We find that these information literacy theories may be biased towards a 20th-century European worldview. This finding supports the idea that “good” IL educational practice in higher education requires active engagement with information literacy theory to justify what one does as an educator and to demonstrate why information literacy can be integral to learning in higher education.
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47

Andretta, Susie. "Promoting reflective information literacy practice through Facilitating Information Literacy Education (FILE)." Health Information and Libraries Journal 25, no. 2 (June 2008): 150–53. http://dx.doi.org/10.1111/j.1471-1842.2008.00775.x.

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48

Cantwell, Kay. "Information Literacy Landscapes: Information Literacy in Education, Workplace and Everyday Contexts." Australian Academic & Research Libraries 41, no. 3 (September 2010): 221–22. http://dx.doi.org/10.1080/00048623.2010.10721467.

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49

Bombaro, Christine. "Overcoming the barriers to information literacy programs." Reference Services Review 42, no. 2 (June 3, 2014): 246–62. http://dx.doi.org/10.1108/rsr-10-2013-0050.

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Purpose – The purpose of this paper is to describe the process by which an information literacy laboratory became a graduation requirement of the English major at Dickinson College. Design/methodology/approach – A case study with literature review, course description and assessment. Findings – The information literacy program described became compulsory for English majors despite all the common challenges cited in the library literature. It also determines that assessment is the most important factor in building successful information literacy programs. Research limitations/implications – The process by which the information literacy module became a graduation requirement for English majors demanded persistence and patience. Librarians should be prepared to spend several years imitating the model before similar results would emerge. Practical implications – Librarians will be able to model information literacy programs for English/writing programs after Critical Approaches and Literary Methods Lab, and the methodology is transferable to other disciplines. The process allows librarians to indirectly but effectively influence the college/university governance process. Social implications – This case study examines how librarians can have an influence over college/university curricula by forming strategic partnerships and designing practical assessments. Originality/value – Few reports exist in the library literature regarding information literacy programs that have passed through a college/university governance system to become a formal part of the curriculum.
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50

Lupien, Pascal, and Lorna Rourke. "(Mis)information, information literacy, and democracy." Journal of Information Literacy 15, no. 3 (December 7, 2021): 56. http://dx.doi.org/10.11645/15.3.2947.

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The current political climate is characterized by an alarming pattern of global democratic regression driven by authoritarian populist leaders who deploy vast misinformation campaigns. These offensives are successful when the majority of the population lack skills that would allow them to think critically about information in the political sphere, to identify misinformation, and therefore to fully exercise democratic citizenship. Political science has theorized the link between information and power and information professionals understand the cognitive decision-making process involved in processing information, but these two literatures rarely intersect. This paper interrogates the links between information literacy (IL) and the rise of authoritarian populism in order to advance the development of a new transtheoretical model that links political science (which studies power), information science, and critical pedagogy to suggest new paths for teaching and research. We call for a collaborative research and teaching agenda, grounded in a holistic understanding of information as power, that will contribute to achieving a more informed citizenship and promoting a more inclusive democracy.
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