Business Information Literacy: A Synthesis for Best Practices

Fiegen, Ann M.

doi:10.1080/08963568.2011.606095

Cited by 26 publications

(11 citation statements)

References 44 publications

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“…When risk management is implemented successfully, the company has an optimized business risk portfolio, that is, risks that arise as a natural consequence of doing business. In her list of best practices for business instruction originating from studies, Fiegen (2011) highlights the importance of using conceptual business models that are already familiar to users. The model can include business and marketing models, but it can also include an ethical conception model.…”

Section: Business Literacy and Enterprise Risk Managementmentioning

confidence: 99%

The Effect of Business Literation on SMEs Performance with Mediation of Risk Management and Entrepreneurial Self Efficacy

Widarno

2021

JDMHI

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Literacy is the main prerequisite for intellectual growth and the ability to learn to generate new knowledge. This study aims to analyze the effect of business literacy on the performance of SMEs, either directly or indirectly by including the Entrepreneurial Self-Efficacy (ESE) and Enterprise Risk Management (ERM) variables as mediation and moderation variables, respectively. The approach of this article is thought or conceptual based on intellectualization and reflects the prospects and impact of digital marketing. This study uses a critical system to analytically review digital marketing literature and relate it to research results. The data analysis technique used is descriptive. Based on the results of tracking and analysis, there has never been any previous research that examines business literacy, ESE, ERM, and SME performance in one model. The implication of social justice in the field of business literacy is through the existence of a business application system that is socialized to business people. Business information can enhance or even suppress the effects of entrepreneurial self-efficacy. ERM as a planned action is a control activity, which can be perceived not as an obstacle to gaining profits, but to get the expected performance results.

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Section: Business Literacy and Enterprise Risk Managementmentioning

confidence: 99%

The Effect of Business Literation on SMEs Performance with Mediation of Risk Management and Entrepreneurial Self Efficacy

Widarno

2021

JDMHI

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“…Information literacy has previously been applied in introductory management courses with an intentional focus towards sources and evaluation (Fiegen, 2011;Leigh & Gibbon, 2008). We built upon this work in our integration of information into decision-making.…”

Section: Active and Experiential Learningmentioning

confidence: 99%

Evidence-based decision-making: awareness, process and practice in the management classroom

Stonebraker

Howard

2018

The Journal of Academic Librarianship

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In an increasingly information rich environment, it is important to teach students decisionmaking alongside information gathering and management methods. This paper examines the implementation of evidence-based decision-making in a first year introduction to management course at a large university in the Midwestern United States. Students learned decision awareness, decision-making process creation and decision practice alongside areas of management and basic business principles. Students perceived increased skill in decisionmaking, both individually and in groups. This venture has implications for others looking to help students not only learn experientially, but also improve critical thinking in practice.

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“…The most-used method for providing information literacy instruction for business students is the one-shot instruction session (Cooney, 2005;Guth & Sachs, 2018), although 7 TAKING CARE OF BUSINESS (BEFORE CLASS) introducing students to business information sources is a challenge in a single classroom session (Jacobson, 1993). Resource discovery and critical evaluation of sources are frequently used business information literacy instruction techniques (Detlor, Julien, Willson, Serenko, & Lavallee, 2011;Fiegen, 2011). The adoption of the ACRL Framework has inspired some new business information literacy instructional activities.…”

Section: Review Of the Literaturementioning

confidence: 99%

Taking care of business (before class): Information literacy in a flipped classroom

Tingle

2018

Journal of Business & Finance Librarianship

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This case study presents the revision of an upper-division one-shot instruction session to include an online tutorial that introduces students to business information sources prior to the library session. In order to complete the assignment and prepare for the library session, students are prompted to find specific information using the given resource, and then consider questions regarding the information retrieved. Students in a 3000-level business writing class responded positively to the activity while providing a good amount of material to inform further iterations of the assignment.Developing a successful advanced search in Reference USA or similar specialized business information source is a complicated task. Even experienced searchers often need several search iterations in order to retrieve the necessary results. It is also less-than-riveting to observe someone else do so, and hard to mimic in real time. However, once students see what information is available through that platform and recognize what can be done with it, they typically show genuine interest in learning how to harness it for their own purposes. In an environment with increasing constraints on the time of both students and librarians, it is challenging to justify using classroom time for a database demonstration. It follows that the demonstration may be better used as a jumping-off for a discussion, following which class time can be spent as a workshop. This article describes a modified flipped classroom approach that provides an opportunity for students to see and then perform an advanced search at their own pace prior to the library session, freeing up class time for discussion and individual attention. A critical component of the lesson plan was an online self-paced active learning object which allows students to familiarize themselves with an unfamiliar resource outside of the classroom environment. The insights gained from the comments entered in this online object were helpful and informative, and heavily inform this article.Another motivating factor for exploring this approach is the ACRL Framework for Information Literacy for Higher Education. Among its other impacts, the introduction of the Framework provided a structure for discussing our students' relationships with the information they create, encounter, and use, as well as their behavior in making sense of it. I was eager to hear students' perspectives about some of the frames, namely "Searching as Strategic Exploration" and "Information Creation as a Process," but I struggled to incorporate a discussion into the one-shot sessions I was planning. It seemed that the students would probably be

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Business Information Literacy: A Synthesis for Best Practices

Cited by 26 publications

References 44 publications

The Effect of Business Literation on SMEs Performance with Mediation of Risk Management and Entrepreneurial Self Efficacy

The Effect of Business Literation on SMEs Performance with Mediation of Risk Management and Entrepreneurial Self Efficacy

Evidence-based decision-making: awareness, process and practice in the management classroom

Taking care of business (before class): Information literacy in a flipped classroom

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