Assessing disciplinary differences in information literacy teaching materials

Dreisiebner, Stefan; Schlögl, Christian

doi:10.1108/ajim-07-2018-0183

Cited by 9 publications

(6 citation statements)

References 39 publications

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“…All these are the abilities to diversify classroom teaching. If a teacher wants to improve his/her information teaching ability (ITA), he/she can learn various resources online [8][9][10][11][12][13].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Improvement of Information Teaching Ability Based on Complex Online Network

2021

Discrete Dynamics in Nature and Society

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The evaluation of the improvement of information teaching ability (ITA) helps teachers to proactively learn advanced information teaching techniques and to realize innovative information teaching. The relevant studies mainly focus on the theoretical level and rarely deal with the growth of teachers through learning. Therefore, this paper presents an evaluation method for ITA improvement based on complex online network. Firstly, an analysis framework was established for the activity of the ITA improvement network (ITAIN) and used to measure the ITAIN activity under the learning condition of complex online network. Following the evaluation strategy of preference ranking organization method for enrichment evaluation (PROMETHEE), the author constructed an evaluation model for the improvement of ITA and an evaluation index system (EIS) of five primary indices. The proposed model was proved effective through experiments.

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Section: Introductionmentioning

confidence: 99%

Evaluation of Improvement of Information Teaching Ability Based on Complex Online Network

2021

Discrete Dynamics in Nature and Society

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“…Several authors acknowledge the importance of IL in a disciplinary context (Grafstein, 2002; Eisenberg, 2008; Bruce and Hughes, 2010; Hicks, 2016; Dreisiebner&Schlögl, 2019). Transferring IL to a disciplinary context involves working with three main aspects from all disciplines: epistemology; metanarrative; and methodology (Badke, 2017).…”

Section: Disciplinary Information Literacy For Literaturementioning

confidence: 99%

Diagnosing Spanish literature bachelor students’ information literacy in digital environments

Cid

Machin-Mastromatteo

Tarango

2021

DLP

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Purpose The purpose of this study was to adapt and implement the Association of College and Research Library’s (ACRL’s) Research Competency Guidelines for Literatures in English for designing and employing a diagnostic survey about basic information literacy (IL) skills to study how 42 students were familiar with such skills. This 40-item survey included questions about students’ self-perception of their information skills and a test for evaluating their basic IL skills. Design/methodology/approach This research focused on integrating IL into a bachelor program in Spanish literature to identify the IL skills that students were familiar with and then determine if there was a relationship among their IL skills, their academic performance and their favorable conditions as students (have a good number of books at home, a personal computer, internet connection and proficiency in a second language). Findings The average number of correct answers ranged from regular to low; moreover, the authors compared self-perception results before and after the IL test, proving that such test negatively affected their self-perception. Students were mostly familiar with the skill of selecting information, and the inferential analysis showed that there were no notable relationships among either the IL test results and students’ academic performance or regarding their favorable conditions as students. This made evident the need of promoting ACRL’s Guidelines, particularly among literature professors, to raise awareness of their existence, as they are a useful starting point for designing contents and activities to develop IL. Originality/value Little research has been conducted about implementing IL in bachelor programs on literature to determine their information skills and behaviors in digital environments. Apart from grounding the research in specialized sources about research in such discipline, the authors have adapted ACRL’s Guidelines to develop a diagnostic survey that may be useful for professors in these areas and academic librarians in general. It might be useful for librarians to be familiar with the nuances of the results the authors gathered to provide better support for their users from the discipline of literature.

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“…39 Our research provides empirical information based on the belief that only by knowing the view of our students will it be possible to tailor IL instruction, paying attention to the aspects that need reinforcement and in a manner appropriate to contexts. For that purpose, it is relevant to promote studies that delve into disciplinary differences, 40 as a way of being more precise in addressing particular training needs of specific learning communities on campus.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Exploring Social Sciences Students’ Perceptions on Information Literacy and the Use of Mobile Technologies in Higher Education

Pinto

Salvador

Fernández-Pascual

et al. 2021

CRL

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This study aims to examine information literacy (IL) and the use of mobile technologies in the educational sphere by a sample of social sciences undergraduate students (N = 1,390). The study used the MOBILE-APPS questionnaire, which is a scale for measuring students' perceptions regarding information literacy (both the institutional and as a personal dimension), the threshold concepts of the ACRL Framework and the use of ICT and mobile technologies in learning contexts. The survey was distributed to a sample of four universities and eight Social Sciences degrees in Spain. A descriptive, inferential, and multivariate study is performed, regarding age, course, gender, and degree. The results show that student perception is higher concerning the personal dimension of IL; most of the students are unaware of the threshold concepts of the ACRL Framework, and responses are very heterogeneous in relation to the use of ICT and mobile technologies. An MDS-clustering strategy regarding the diverse degrees that participate in the study is also provided, to grasp a disciplinary view. From the diagnosis developed in this research, some recommendations for teaching activity in IL as well as implications for academic libraries are provided.

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Assessing disciplinary differences in information literacy teaching materials

Cited by 9 publications

References 39 publications

Evaluation of Improvement of Information Teaching Ability Based on Complex Online Network

Evaluation of Improvement of Information Teaching Ability Based on Complex Online Network

Diagnosing Spanish literature bachelor students’ information literacy in digital environments

Exploring Social Sciences Students’ Perceptions on Information Literacy and the Use of Mobile Technologies in Higher Education

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