Information Literacy Competences of LIS-Students in Switzerland – A Case Study

Blumer, Eliane; Hügi, Jasmin; Bekavac, Bernard; Schneider, René

doi:10.1007/978-3-319-03919-0_80

Cited by 4 publications

(3 citation statements)

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“…32 Blumer et al implemented a case study on the evaluation of competencies in the field of LIS: "The biggest problems remain within the information need and information organization standards." 33 Boustany evaluates the IL competencies of students at Paris Descartes University Institute of Technology, suggesting that they seem to adopt an easy way out attitude: "They rely heavily on search engines instead of databases. They prefer Wikipedia to the classical encyclopedia, and they choose the resource they know or have heard about."…”

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confidence: 99%

Exploring LIS Students’ Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

Printo¹,

Pascual²

2017

CRL

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Understanding perceptions of Library and Information Science (LIS) students on two dimensions-belief in the importance (BIM) of a set of core information competencies, and Self-Efficacy (SE)-is pursued. Factor analysis implementation raises a clear distinction between BIM and SE results. This analysis points to two sets of competencies: principal competencies reflected the most positive insights from students, while the secondary ones were the most weakly perceived and consequently the most in need of encouragement. This is one of the few studies on the subjective profile of LIS students, including improvement initiatives relating to the weakest competencies.here is no doubt that all developed countries are in need of increasing Information Literacy (IL) awareness of their citizens on the vital importance of this issue. In the case of a special kind of citizen-the students (undergraduates and graduates) of Library and Information Science (LIS)-their state of awareness on IL ought to be even more important, as skills and capabilities within IL are key requirements for their future professional practice. Closely related to LIS students' awareness, two kinds of perceptions are key: belief in the importance of such competencies, and Self-Efficacy. The significance of these perceptions is evident, as they influence students' attitudes and behaviors. The belief in importance (BIM) concept, which some educators identify with the idea of motivation, refers to the rating of the importance of certain competencies on the part of students. Self-Efficacy (SE) seems to be a more sophisticated idea, often defined as people's beliefs about their capabilities to produce the designated levels of performance. SE determines how people feel, think, motivate themselves, and behave. Such beliefs produce these diverse effects through four major processes: cognitive, motivational, affective, and selection.1 Information literacy self-efficacy and academic motivation, one could argue, both play important roles in student academic development.2 There is a third dimension, of a qualitative nature, which also affects students' awareness, which arises from the student's preferred choice of learning sources (LS). Four sources of learning have been examined in this study: classroom, library, specific courses, and self-learning. Although students actually resort to all these sources, we hope to ascertain to what extent each of them is used, as this will help to form a profile of the students' IL behavior.

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confidence: 99%

Exploring LIS Students’ Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

Printo¹,

Pascual²

2017

CRL

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“…Almost all LIS programs lacked an IL policy coupled with the need for adequate training into disciplinary activity, although some IL rubrics were being practiced in some disciplines. IL development in LIS discipline has received less attention in the literature (Blumer et al , 2013) but could be connected with a recent Iran initiative to develop IL skills in some disciplines.…”

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confidence: 99%

The pedagogical challenges of creating information literate librarians

Derakhshan

Hassanzadeh

Higgins

et al. 2017

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The central role of library professionals is to help others find the information they need. Therefore, LIS academics equip themselves with the necessary competencies to access and communicate the required information in order to help students become information literate. The foundations for these competencies are instilled during the library and information science (LIS) program. This study investigated the challenges of developing an information literacy (IL) culture among LIS students in Iran. Taking an exploratory approach, the study used semistructured interviews to gather the data. Using the 2000 ACRL standards as a framework, the fieldwork questions were designed around the five areas of IL competencies. A total of 15 academics teaching 18 different LIS courses from six universities were interviewed. They were asked the challenges they faced in teaching these competencies, and the approaches they took or suggested in overcoming the challenge(s). A thematic approach was used to analyze the data. Some of the challenges for students mentioned by the interviewees were ambiguity about the discipline, inability to match subject relevance with appropriate sources of information, and lack of familiarity with databases. The results of this study contribute to our understanding of challenges in teaching IL in the LIS discipline, an area that has not been researched directly. New perspectives emerged from study.

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“…To complete a picture of IL, we should mention the literature on evaluating effectiveness of IL trainings, usually offered by the librarians. Most of these trainings conclude with evaluation tests (Fain, 2011;Daugherty & Russo, 2011;Blumer et al, 2013;Chen, 2015;Saunders et al, 2015;Kavšek et al, 2016) consisting of a self-assessment part and the one focused on the results of a training. As in the studies mentioned before, the students usually assess their ICT and Internet skills higher than information retrieval skills.…”

Section: Literature Reviewmentioning

confidence: 99%

Information Literacy of Polish Students in Social Sciences and Humanities

Głowacka¹,

Kisilowska²,

Paul³

2018

ZIN

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PURPOSE/THESIS: The aim was to study information competencies of Polish students of library and information science (LIS), history and journalism with two aspects taken into consideration: students' belief regarding the importance (BIM) of a set of core information competencies, and their self-efficacy (SE) in this field. APPROACH/METHODS: The IL-HUMASS questionnaire, slightly modified, was used. It consists of 26 information literacy aspects divided into four areas: information retrieval, evaluation and processing, and communication skills. RESULTS AND CONCLUSIONS: The results reveal, on one hand, some common attitudes apparently associated with students' current life phase. On the other hand, some differences emerged that can be connected with the field and character of the study. ORIGINALITY/VALUE: The results enable a preliminary evaluation of information literacy of the students in different study fields, as well as the comparison of their attitudes and skills to those of the respondents of similar foreign projects.

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Information Literacy Competences of LIS-Students in Switzerland – A Case Study

Abstract: Abstract. This paper analyzes the information literacy competences of Swiss

Cited by 4 publications

References 2 publications

Exploring LIS Students’ Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

Exploring LIS Students’ Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

The pedagogical challenges of creating information literate librarians

Information Literacy of Polish Students in Social Sciences and Humanities

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