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Journal articles on the topic 'Information literarcy'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Madolimov, Hasanboy Shuhratovich. "FUNCTION OF INFORMATIONAL PUBLICIISTICS AND IMAGE (INFORMATION)." Journal of Central Asian Social Studies 02, no. 03 (May 31, 2021): 84–90. http://dx.doi.org/10.37547/jcass/volume02issue03-a12.

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It is well known that journalism is a unique way of covering social life and is widely used in the press. Journalism is divided into a number of types to cover all aspects of public life. These include socio-political journalism, economic-industrial journalism, journalism reflecting the cultural and spiritual life (there are a number of subtypes, such as scientific journalism, literary journalism, sports journalism, art journalism). There is also a peculiar way of social life, albeit from a socio-political point of view - comic journalism, which illuminates it in a humorous way. In terms of its structure, journalism is divided into informational, analytical and artistic journalism, which depends on how it covers life.

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2

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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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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BAKIRCI, HASAN, and MUSTAFA SERKAN GUNBATAR. "Öğretmen Adaylarının Bilgi Okuryazarlık Düzeyleri ile Bilgi ve İletişim Teknolojilerine Yönelik Tutumları." KIRŞEHİR EĞİTİM FAKÜLTESİ DERGİSİ 18, no. 3 (December 30, 2017): 543–63. http://dx.doi.org/10.29299/kefad.2017.18.3.029.

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5

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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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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Sharma, Raj Kumar. "Library and Information Science Literacy in India: History- Development, Growth and Present Status of LIS Literacy in India." International Journal of Trend in Scientific Research and Development Volume-3, Issue-2 (February 28, 2019): 573–78. http://dx.doi.org/10.31142/ijtsrd21433.

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8

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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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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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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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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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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13

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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14

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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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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16

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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17

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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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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19

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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20

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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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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22

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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23

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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24

Fridsma, Doug. "Basic informatics literacy: building a health information technology workforce." Journal of the American Medical Informatics Association 23, no. 3 (May 1, 2016): 666. http://dx.doi.org/10.1093/jamia/ocw066.

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25

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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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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27

Arata, Stephen. "Literature and Information." PMLA/Publications of the Modern Language Association of America 130, no. 3 (May 2015): 673–78. http://dx.doi.org/10.1632/pmla.2015.130.3.673.

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The Tenth and final “anchor standard for reading” in the common core state standards defines as “college and career ready” a student who can “[r]ead and comprehend literary and informational texts independently and proficiently” (35). I want to remark on just one aspect of this worthy if blandly unremarkable goal. The distinction between “literary” and “informational” texts has the sanction of common sense, but, like many commonsense notions, it cloaks some knotty issues. For the authors of the standards, “literacy” requires mastering two different if closely related sets of reading skills. One lays the groundwork for “understanding and enjoying complex works of literature,” while the other is needed “to pick carefully through the staggering amount of information available today in print and digitally” (3). Pedagogically, one is the job of the “English language arts teacher,” the other the responsibility of “teachers of history/social studies, science, and technical subjects” (8).The axiom that literature cannot be read in the same way as other forms of writing is by no means universally held, but it has long governed the teaching of reading in high school and college classrooms. In ways that humanists can find heartening, the Common Core standards valorize the traits that reading literature both requires and strengthens: habits of attention and intellectual rigor; the refinement of sensibility and emotional response; the ability to analyze, to synthesize, to discriminate, to evaluate. Such virtues travel well, too. The authors of the standards recognize that students who have mastered literary reading skills are better equipped to meet the challenges posed by texts in other disciplines.

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Delmondes Delmondes Versuti, Christiane. "Direito à informação e literacia midiática: Reflexões sobre a questão do acesso." Ámbitos. Revista Internacional de Comunicación, no. 46 (2019): 133–48. http://dx.doi.org/10.12795/ambitos.2019.i46.08.

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29

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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30

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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31

Logeswari, A., Chennupati K. Ramaiah, Somipam R. Shimray, and Chennupati Deepti. "Awareness about Media and Information Literacy among Research Scholars of Pondicherry University." DESIDOC Journal of Library & Information Technology 41, no. 4 (August 2, 2021): 250–59. http://dx.doi.org/10.14429/djlit.41.4.17187.

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Media and Information Literacy (MIL) emphasises a critical approach to literacy to enables people to question critically what they have read, heard and learned. It is requireed in all levels of education and more so to reserach scholars. The aim of the study is to find the awareness and use of MIL tools by research scholars of Pondicherry University. The objectives are: a) to identify the level of awareness in MIL among research scholars; b) to assess the usefulness and relevance of MIL among research scholars; c) to identify the training needs of research scholars in MIL; d) to determine the problems faced by the researches scholars of Pondicherry University while using MIL tools; and e) to suggest the best methods of delivering MIL training to the research scholars of Pondicherry University. The survey method and quesionanire tool are used in conducting this study. Of the total 13 schools, due to time limiation research scholars working in 10 schools were taken as sample. A majority of the respondents are aware of the term MIL and that enables them to save time. Most of the respondents use journals/papers followed by internet for conducting research. The majority (75.49 %) of them preferred 1-2 weeks of workshop-based training on MIL. MIL syllabus may cover media literacy (75.49 %), information literacy (86.27 %), computer literacy (77.45 %), digital literacy (54.9 %), literary literacy (71.57 %), and news literacy (73.53 %). A majority (62.74 %) of the scholars do not know on MIL initiatives in India. Therefore, UGC may have to take necessary steps in implementing the same.

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32

Černý, Michal. "DISCURSIVE FORMED TOPICS IN INFORMATION LITERACY: LITERATURE REVIEW AND HIGH SCHOOL STUDENTS' PERSPECTIVES." Problems of Education in the 21st Century 79, no. 4 (August 10, 2021): 516–43. http://dx.doi.org/10.33225/pec/21.79.516.

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Information literacy is a critical topic in contemporary pedagogy and information science, it is ranked among the essential competencies for the 21st century, and in recent years, it has received increasing research interest. The problem, however, is that the research is focused mainly on primary and university (college) contexts and only rarely analyses secondary school settings. This paper, therefore, focuses on a group of high school students and on whether the literature's idea of their needs corresponds to their actual needs. Based on the analysis of 32 documents indexed in the Scopus and Web of Science databases, the paper identifies seven significant discursive areas addressed in the literature, both theoretically and empirically. These are the relationship of libraries and librarians to the development of information literacy, information evaluation, the relationship of information literacy and learning competencies, connection with other competencies, emphasis on constructivist approach, the social dimension of information literacy and its possible use for self-actualization. These topics form a specific research discourse, which they set out. In the second phase of the research, focus groups (8 groups in 4 schools, 41 students) on information literacy are studied through the seven essential discourses mentioned. Although our sample lacked reflections on the relationship between the library and high school students, the remaining six fundamental discourses appeared in the testimonies of high school students (Libraries and librarians, evaluation of information, learning competencies, connection with other literacy, constructivist approach, the social dimension of information literacy, information literacy as a means of self-actualization). The findings show that the main difference between literary discourse and student responses is in the perception of libraries as centres of information literacy development and that students prefer the school or their teachers in their place. Keywords: focus groups, information evaluation, information literacy, media literacy, overview study

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33

Faulkner, Ashley E. "Financial literacy education in the United States: Exploring popular personal finance literature." Journal of Librarianship and Information Science 49, no. 3 (November 20, 2015): 287–98. http://dx.doi.org/10.1177/0961000615616106.

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As libraries work to define their roles within the global financial literacy education movement, it will serve them well to understand the popular literary component to this movement: the personal finance self-help genre. In this literature study, the author read 12 of the most popular books of this genre, as determined by simulations of likely Google searches, and conveys herein some of the beliefs and strategies these books may have imparted to library patrons. This study will benefit librarians by enhancing their understanding of the personal finance genre, conveying the genre’s interrelation to the current financial literacy movement, and even prompting librarians to question their own understanding regarding certain financial literacy components.

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34

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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35

Streltsov, Roman Vyacheslavovich, Igor Valerevich Zolnikov, Sergey Yurievich Ermolaev, and Evgeny Ivanovich Melnikov. "Regards to the Information Literacy Formation of the National Guard Troops Personnel." Siberian Pedagogical Journal, no. 2 (May 12, 2021): 99–106. http://dx.doi.org/10.15293/1813-4718.2102.10.

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The main tasks in the field of information security organization are: creating a departmental segment and ensuring the required level of information security; improvement of regulatory legal acts and methodological documents of the National Guard Troops; ensuring the required level of information security when fulfilling tasks assigned to the National Guard Troops; development of an information security system and ensuring the provision of public services. The paper reveals the direct relations between information literacy and information security. Information security and information literacy are the two concepts that complement each other. It is impossible to imagine ensuring of information security without the information literacy of a military man. Issues related to the formation of information literacy of the National Guard Troops personnel of the Russian Federation are considered. The analysis of literary sources confirming the significance of the considered issue in the world community is performed. The main tasks for the formation of information literacy among military personnel are presented. The aim of the study is to search for scientific and methodological approaches to the organization of information literacy among military personnel. The purpose of the article military personnel is not only the ability to find the necessary information at various resources, the ability to use information technologies in service and professional activities, but also the ability to navigate in changing technologies taking into account the great pace of their development and increase the volume of information.

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36

Scott, Craig S., Douglas C. Schaad, Lynne S. Mandel, Douglas M. Brock, and Sara Kim. "Information and Informatics Literacy: Skills, Timing, and Estimates of Competence." Teaching and Learning in Medicine 12, no. 2 (April 2000): 85–90. http://dx.doi.org/10.1207/s15328015tlm1202_5.

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37

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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38

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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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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40

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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41

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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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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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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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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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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46

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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47

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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48

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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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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Kim, Junhyung. "Analysis of Computer and information Literacy in Korean Schools Using ICILS 2013 Raw Data." Korean Association for Educational Information and Media 22, no. 2 (June 30, 2016): 167–93. http://dx.doi.org/10.15833/kafeiam.22.2.167.

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