An integrated model highlighting information literacy and knowledge formation in information behaviour

Abstract

Purpose The purpose of this paper is to review key models of people’s information behaviour (IB) exploring the integration of the concepts of information literacy (IL) and knowledge in their designs. Scholarly perspectives portray IL as providing individuals with capacity for good information practices that result in generating new knowledge. It is surprising that this important perspective is not reflected in the reviewed IB models. This paper contributes to the literature base by proposing a new model highlighting IL and knowledge as important concepts within the IB discourse. Design/methodology/approach A discourse of the integration of IL and knowledge, which are integral factors, associated with IB, in selected IB models. Findings Identifying a need for information and understanding its context is an IL attribute. IL underpins IB in providing awareness of information sources; how to search and use information appropriately for solving information needs and leveraging generated new knowledge. The generation of new knowledge results from using information, in a process that combines with sense-making and adaption. Correspondingly, the knowledge that develops, increases capability for sense-making and adaptation of information to suit various contexts of need, iteratively. Originality/value A new model of IB; the causative and outcome factors of information behaviour (COFIB) is proposed. COFIB stresses that IL and knowledge are prominent factors within the general framework of people’s IB. The model emphasises knowledge generation as the outcome of IB, applied in solving problems within specific contexts.

Evaluation of teachers’ information literacy based on information of behavioral data in online learning and teaching platforms: an empirical study of China

“…Based on the average value or distribution, generally speaking, the performance of the teachers in the high-performance group is significantly or slightly better than that of the lowperformance teachers. This finding is consistent with the conclusion that teachers with high information literacy demonstrate better performance in specific online information behaviors (Shenton and Hay-Gibson, 2011;Ibenne et al, 2017). However, in this study, the response time (timeliness in indicator 3.3.2) was an exception, as both groups were within a reasonable range.…”

“…Information behavior and literacy are correlated to a degree (Hepworth et al , 2014). Generally, people with high information literacy perform better in specific information behaviors (Shenton and Hay-Gibson, 2011; Ibenne et al , 2017). Some studies on information literacy evaluation have used user process data.…”

Technological Methods and Security of Information Resources in Dame Patience Goodluck Jonathan Automated Library, Ignatius Ajuru University of Education

“…They usually also contain photographs, maps, art reproductions, sound recordings, and video recordings. Information resources according to Ibenne (2018) are obtainable in two broad formats consisting of print and non-print media. However, they could be print resources, nonprint resources, and electronic resources.…”