Academic motivation and information literacy self-efficacy: The importance of a simple desire to know

Ross, Mitchell; Perkins, Helen; Bodey, Kelli Lee

doi:10.1016/j.lisr.2016.01.002

Cited by 92 publications

(67 citation statements)

References 50 publications

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“…ILSE is an essential skill for not only academic success (Ross et al, 2016) but also for functioning more effectively in the information society (Greenhow and Lewin, 2016), in which students must be able to cope with and adapt to the various information systems available (Odede, 2018). This study discovered that on average participants' ILSE was high, with the majority (97%) being at a moderate or high level.…”

Section: Resultsmentioning

confidence: 99%

Investigation into Information Literacy and the Use of Web 2.0 Technologies in a Faculty of Architecture

Bakbak

2019

International Journal of Education and Practice

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Article HistoryKeywords Web 2.0 Information literacy Faculty of architecture Social media Technology in architectural education.Following a rapid development in technology, many information sources are now digitized. Consequently, individuals are expected to demonstrate the skills needed to critically evaluate, synthesize, and effectively use those sources. In this context, information literacy and information technology, especially skills with Web 2.0 tools, have become concepts that directly affect each other's development. This study investigated the information literacy self-efficacy and use of Web 2.0 tools among architectural students in particular. A t-test and ANOVA were performed on the data collected through a questionnaire survey. The results revealed that there was no difference in information literacy self-efficacy according to the participants' gender or duration of internet use but did vary with the level of their knowledge of foreign languages and Web 2.0 tools. In addition, instant messaging systems were the most preferred of the Web 2.0 tools to use for educational purposes. Ranked from most to least preferred, other Web 2.0 tools included Facebook-Twitter, video sharing platforms, blogs, wikis, and podcasts. Contribution/Originality:This study contributes to the existing literature on social media and information literacy as follows: adds to the few studies of information literacy among architectural students; examines information literacy in the context of social media; and provides information on how students use social media for educational purposes. (2010) presented the information literacy definition: -a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.‖ An individual who is information literate, therefore, must be able to not only understand they need but also find, evaluate, and use information (Association of College & Research Libraries [ACRL], 2006). Bandura (1993) explained that self-efficacy was an individual's belief that they would become competent in whatever was required. Such self-belief affects their emotions and thoughts in respect of achieving their goals and rectifying events that affected their lives. According to Zimmerman (1995), self-efficacy is an individual's personal judgment of their own ability to perform a job and succeed. Information literacy self-efficacy (ILSE) can thus be defined as an individual's personal judgment of their own ability to access information, evaluate, and use information effectively.The information literate person should exhibit the following skills: (1) decide on the nature and extent of the information needed; (2) access the required information effectively and efficiently;(3) critically evaluate information and its sources then incorporate the information selected into their knowledge base and value system; (4) use information effectively to accomplish a specific aim; and (5) understand many of the economic, legal, and social ...

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Section: Resultsmentioning

confidence: 99%

Investigation into Information Literacy and the Use of Web 2.0 Technologies in a Faculty of Architecture

Bakbak

2019

International Journal of Education and Practice

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“…These students started their research earlier, used the library more often, and identified better resources. Ross, Perkins, and Bodey (2016) also found that "intrinsic motivation to know, or the pleasure and satisfaction derived from learning new things […] is the most important predictor of higher levels of IL self-efficacy" (p. 6). Matteson (2014) explored cognitive and emotional dimensions of student behavior to determine whether either dimension correlated with information literacy skills.…”

Section: Literature Reviewmentioning

confidence: 99%

Navigating Roadblocks: First-Year Writing Challenges through the Lens of the ACRL Framework

Insua¹

2018

Comminfolit

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Effectively integrating the ACRL Framework for Information Literacy into existing instructional models requires that librarians first understand the host of challenges that many first-year students encounter when conducting research for the first time. This study employs qualitative analysis of semi-structured student interviews to explore how students conceive of and pursue the research process, and how they try to mitigate-and in some cases surmount-the roadblocks they encounter. Although students reported several difficulties, three main roadblocks arose: challenges with understanding academic articles, challenges with the topic/theme of the course, and challenges with navigating the physical space of the library. The findings demonstrate how students employ a variety of strategies to overcome these obstacles. The authors engage with the scholarship on information literacy and the Framework, which elucidates how honoring the affective domain of learning in designing instruction could steer students towards more successful research strategies.

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“…Students are expected to discover things for themselves, find the information they need and use the data to support their assignment and projects. Ross et al (2016) considered that 'lifelong learning, information literacy skills and information literacy selfefficacy are associated with higher levels of student academic motivation'. Similarly, periodic assessment of ILC has assumed greater importance.…”

Section: Population Of Studymentioning

confidence: 99%

Information Literacy Competency Levels of Research Scholars in History: Assessment and Mapping

Singh¹,

Kumar²

2018

Journ. of Informa. Managem.

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The study is an attempt to assess the Information Literacy Competency (ILC) levels of History researchers with respect to 'Information Need', 'Information Access', 'Information Evaluation', 'Information Use' and 'Information Ethics'. It is an empirical study based on ACRL's five standards. A reasonably good level of ILC for researchers is essential to successfully operate in the new information environment and for survival in academics and research. The findings indicate that the maximum 62.8% of researchers were IL competent for 'Information Access', followed by 55.8% of researchers having IL competency to determine and express 'Information Need' and 53.5% of researchers have shown IL skill competency in 'Information Use Ethics'. Only 39.5% of researchers were found having IL skill for 'Information Evaluation'' and the lowest of 34.9% of researchers have shown IL competency on 'Information Access'. The study identifies the areas for improvement and suggests multiple measures.

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Academic motivation and information literacy self-efficacy: The importance of a simple desire to know

Cited by 92 publications

References 50 publications

Investigation into Information Literacy and the Use of Web 2.0 Technologies in a Faculty of Architecture

Investigation into Information Literacy and the Use of Web 2.0 Technologies in a Faculty of Architecture

Navigating Roadblocks: First-Year Writing Challenges through the Lens of the ACRL Framework

Information Literacy Competency Levels of Research Scholars in History: Assessment and Mapping

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