Facilitating faculty incorporation of information literacy skills into the curriculum through the use of online instruction

Farmer, Lesley S. J.

doi:10.1108/00907320310515220

Cited by 19 publications

(10 citation statements)

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“…There is evidence in the literature that teacher education programs may not be doing an adequate job in preparing future teachers in information literacy skills and knowledge (Carr, 1998;Asselin & Doiron, 2003) even though there are indications that successful efforts in integrating information literacy occur (Bhavnagri & Bielat, 2005;Earp, 2009;Farmer, 2003;Floyd, Colvin, & Bodur, 2008) or are in the process of occurring (Witt & Dickinson, 2003 Henderson & Scheffler, 2003, for an overview of existing standards that include IL). In addition, professional organizations such as ALA and ACRL strongly recommend that IL be included in pre-service teacher education (Branch, 2003).…”

Section: Information Literacy In Teacher Educationmentioning

confidence: 99%

“…Predictably, universities use multiple strategies to teach information literacy skills. Common strategies include stand alone online modules (Farmer, 2003), projects and activities embedded in content courses (Asselin & Lee, 2002;BrendleMoczuk, 2006;Thornton, 2008), credit and non credit required courses (Black, Crest, & Volland, 2001;Cooley & Zhang, 1998;Scales & Lindsay, 2005;Scales, Matthews, & Johnson, 2005), team teaching (Hooks & Corbett, Jr., 2005), guest lectures by librarians (McGuinness, 2006), and workshops (Floyd, Colvin, & Bodur, 2008). Many of these strategies are the result of collaboration between academic librarians and faculty.…”

Section: Review Of the Literaturementioning

confidence: 99%

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Information Literacy, Collaboration, and Teacher Education

Kovalik¹,

Jensen²,

Schloman³

et al. 2011

Comminfolit

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Information literacy (IL) is a critical component of a 21st century education. Education professors are confronted with the responsibility of teaching information literacy on two levels since pre-service teachers need to become proficient in IL skills for their own success and also need to learn how to teach their future students to become information literate (Branch, 2003;Carr, 1998; Hinchcliffe, 2003). In an effort to determine the extent to which teacher education programs incorporate information literacy instruction, researchers at a large midwestern university conducted a survey of teacher education faculty in selected states. The survey sought to gather data related to faculty knowledge, inclusion, and assessment of information literacy in teacher education programs, and the degree to which there was collaboration between librarians and faculty in the teaching of information literacy skills. 145[ARTICLE]

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Section: Information Literacy In Teacher Educationmentioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

Information Literacy, Collaboration, and Teacher Education

Kovalik¹,

Jensen²,

Schloman³

et al. 2011

Comminfolit

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“…The expectations in teaching and other applications have meant that the presence of a computer in an office or a classroom are basic expectations in every part of the world even where computers are scarce. Farmer (2003) suggests that information in the digital world doubles up every two years, hence the need for students to be on the alert, and further states that online learning is cost effective and efficient. With the increasing information as a result of links and easy of dissemination the biggest challenge for educators and learners at large is the ability to focus on the relevant information and being able to avoid drifting in paralysis by analysis.…”

Section: As Society Demands That Universities Provide Mass Education mentioning

confidence: 99%

Information and Communications Technology in Teaching Marketing: Benefits and Problems

Kadembo¹

2008

IES

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The advent of a continuous innovation and improvement, particularly in respect of information and communications technology has had a huge impact on the quality of life and in education delivery is an open secret. The benefits from exploiting ICT in education are ernomous but there are abuses that have tarnished its use in education. The excellence ICT is attributed with has been put to the sword and will stretch this innovation to develop tools for redressing these predicaments. ICT is with us from the cradle to the grave. This research reviewed published information and confirmed the overwhelming importance of information technology in marketing education. ICT has revolutionalised learning by enabling easy access to information through online materials and learning has become more convenient as students can combine work and online learning to good effect. However, academics and students have found it easier to access materials and often fail to acknowledge the source thus distorting the originality of the source. Where the systems for guarding against plagiarism are not thorough there is widespread abuse of the learning process. The paper recommends stringent systems for checking against plagiarism and that work submitted should be current if not live so as to avoid students duplicating work from elsewhere and appropriate punishment meted. At the same time there is software for detecting cheating in education which has gone some way in detecting the culprits and that had had a significant effect in reducing the proliferation of education malpractices.

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“…Canon's (1994) study indicated that information literacy education could be successful, only if it is course related. Students need to learn to solve problems that reflect an authentic context (Savery and Duffy, 1995;Nicaise and Barnes, 1996;Reigeluth, 1996;Reigeluth and Squire, 1998;Farmer, 2003). Opaleke (1999) concluded that students can learn better how to use the information sources of the library if they are given work to search that relates to their area of specialization.…”

Section: Review Of the Literaturementioning

confidence: 99%

The necessity of information literacy education in a marketing department

Korobili

Tilikidou

2005

New Library World

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Purpose -To provide reliable data for the development of efficient information literacy education in a department of a higher educational institute in Thessaloniki, Greece. It requires in-depth understanding of the current situation as well as future expectations. Design/methodology/approach -Two research objectives were set. One was to record the use of resources by students and their perceptions, as well as the expectations of faculty regarding information literacy skills. The other was to examine the preferences of students and faculty regarding information literacy education. Two surveys were conducted among both students (cluster sampling) and faculty (census) by the utilization of relative structured questionnaire. Findings -The project reveals that the percentage of students who use the e-resources of the library is relatively low, and that the few students who attended the bibliographic instruction seminar use the e-resources more for the completion of their assignments. Also faculty were found to do very little in class to motivate students to use library sources for completing long research papers. With reference to students' and faculty's preferences concerning future information literacy education, it was indicated that the greatest percentage prefer instruction at user's request, and a course integrated into the curriculum. Focusing on a course integrated in the curriculum, it is suggested that it is provided at the first or second semester of their studies, to be developed on the basis of librarian/faculty cooperation and supported by demonstration of resources and/or hands-on workshops.Research limitations/implications -Further research is needed to fill the gaps left in understanding faculty attitudes toward information literacy. Also duplicating this survey in other departments of Technological Educational Institution could provide a picture of the kind of information literacy education a Greek institution should apply. Practical implications -This research implies the need for developing a course integrated into the curriculum tailored to the interests of the students, designed to develop critical thinking skills. It is suggested that this course should be provided at an appropriate time that would allow students to acknowledge its relevance to course content. A multimedia product is suggested as a handbook to this course. Originality/value -This research tries to fill a gap in the published literature which does not offer any surveys in Greek academic institutions about perceptions and practices of faculty and students regarding information literacy programs.

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Facilitating faculty incorporation of information literacy skills into the curriculum through the use of online instruction

Cited by 19 publications

References 1 publication

Information Literacy, Collaboration, and Teacher Education

Information Literacy, Collaboration, and Teacher Education

Information and Communications Technology in Teaching Marketing: Benefits and Problems

The necessity of information literacy education in a marketing department

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