Problem statementAs information and communication technologies have become widely adopted, information literacy (IL) has become a crucial component of learning and teaching in e-environments (Andretta, 2005;Bridgland and Whitehead, 2004;Doherty et al., 1999;Hadengue, 2005;Joint, 2003;Spitzer et al., 1998). There has been a trend towards adapting IL to dynamic e-environments: environments in which the forms, content, and ways of searching, accessing, evaluating, and using information sources and services are evolving (Andretta, 2005; Bridgland AbstractThe original concept of information literacy (IL) identifies it as an enabler for lifelong learning and learning-to-learn, adaptable and transferable in any learning environment and context. However, practices of IL in electronic information and learning environments (e-environments) tend to question the origins, and workability, of IL on the grounds that the generic models of IL are inadequate for the complex and evolving context of e-environments. Conducting an analytical review of the literature on the approaches taken to adapt IL in e-environments, we discuss how a failure in understanding the dynamic context and components of e-environments and IL have resulted in the emergence of a marginalised way of viewing and practicing IL in these environments. Drawing on Nazari's (2011) contextual study of IL in an online distance learning programme, we propose a holistic way of viewing and practicing IL in EL environments which is aligned with IL origins; it enables the e-learner to conceptualise IL and customise it to their actual learning style and needs. This study can be of value to IL scholars and practitioners who are interested in the concept and practice of IL in e-environments.
This article reports a contextual model of information literacy (IL) which emerged from an exploratory case study of IL in a joint online distance learning (ODL) Geographic Information Sciences/Systems (GIS) programme, and demonstrates how it contributes to the development of information literate GIS learners in ODL environments. Adopting Eisenhardt’s (1989) ‘process of building theories from case study research’, it explores IL in the context of a wide range of teaching and learning experiences in the programme, using interview, questionnaire, students’ reflection, observation and document study as data collection methods. The two-level within- and across-case analysis, suggested by Eisenhardt, was innovatively combined with grounded theory data analysis approaches. It appeared that in the ODL GIS programmes IL is needed, not just as a set of transferable skills, but as an enabler for independent, connective, transferable and lifelong learning.
Purpose -The purpose of this paper is to report findings from an investigation into the conceptions and characteristics of geo/spatial information (GI) to demonstrate how exploring academics and students' conceptions of GI facilitated illumination of information literacy (IL) in the Geographic Information Science/Systems (GIS) discipline. Design/methodology/approach -Adopting an embedded exploratory case study, the data were gathered from semi-structured interviews, an open-ended questionnaire and students' reflection in an online distance learning (ODL) GIS programme. The data were analysed in light of the Grounded Theory approach. Drawing on the conceptions of GI which emerged from the study, this paper highlights several characteristics of GI and discusses their implications for IL. In particular, it compares the emergent IL competencies in the GIS discipline with those in the SCONUL model. Findings -GI was identified as geo/spatial, temporal, geo/spatially contextualised, and geo/spatially technology-mediated. According to these conceptions, GI is a constructive concept; it has multiple components which need various operations and user inputs to become geo/spatially meaningful and usable. These characteristics uncovered new aspects of IL in the GIS discipline which influence the depth and breadth of the SCONUL model. Research limitations/implications -Unlike exploratory studies of IL which focus on the IL and IL competencies to explore this phenomenon, the methodological approach taken in this study provides IL researchers with a new approach whose primary focus is on the concept of information as a key contextual element of IL. This helps one to gain a deeper insight into IL in disciplinary areas. Practical implications -The emergent aspects to the SCONUL model can be taken into consideration when designing and delivering IL programmes in the GIS discipline. Likewise, the emergent picture of IL in this study can be used by GIS educators to develop information-literate GIS learners. Originality/value -This study is original in terms of both its methodological approach and its outcomes. These can be of value to IL researchers, educators and practitioners. Statement of the problemInformation literacy (IL) has been defined as "knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner" (CILIP, 2006). Bawden (2001) traces the history of the term and positions it in relationship to other literacies. More recently there has been an increase in the number of research studies exploring the meaning of information literacy. According to exploratory studies of IL, IL means different in different disciplines and contexts, notably because the concept of information itself varies in different disciplines and contexts (Lloyd, 2005;Webber et al., 2005;Leckie and Fullerton, 1999;Wu and Kendall, 2006). Talja and Maula (2003) identify disciplinary differences in use of e-journals, and note that studies in information behaviour have identified variations by subje...
PurposeThis paper aims to present the results of a study on success factors of resource sharing (RS) and cooperation in Iranian Academic Libraries (IAL), from the point‐of‐view of librarians who have direct experience of such activities. It investigates and compares the librarians' experiences of, and opinions on, the importance of the success factors in the current and desirable situations in the IALs.Design/methodology/approachBased on a comprehensive review of the relevant literature, 58 success factors of RS were identified from the previous studies. Using Likert scale technique, the importance of the factors in the current and desired situations of the RS programs were explored and ranked, based on the experiences and opinions of a sample of “key informants” who had direct experience of RS activities in the context of IALs. Then the consistency and/or inconsistency between the current and desired situations of the success factors were identified, using gap analysis method.FindingsThe findings revealed that almost all of the success factors mentioned in previous studies are considered important by the respondents. However, only eight factors received high rankings in the current and desired situations of the RS programs in the IALs.Research limitations/implicationsThe research focuses on factors identified in previous studies. This may ignore certain, especially cultural, factors, which are effective in the context of IALs.Practical implicationsThe study highlights the importance of success factors in development or improvement of any RS activity. The factors would provide both researchers and practitioners with a rich framework to examine the current situation of their RS programs and develop informed strategic plans to improve that. In particular, the findings inform the RS planners and policy makers that particular attention needs to be given to the factors that are identified as very important by the study participants. These factors would alert them to the causes and impacts of such a deficiency in the RS and library cooperation systems.Originality/valueThere is no comprehensive study on the success factors of RS in libraries and, as such, no investigation of the factors in some real‐life contexts of RS activities. Both researchers and practitioners in the field of RS may value the novelty and results of this study.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.