Information literacy problems in groupwork: Interpretations of the ACRL Framework

Arave, G.; Stonebraker, Ilana

doi:10.1016/j.acalib.2022.102652

Cited by 7 publications

(1 citation statement)

References 59 publications

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“…These information literacy skills can still be improved by implementing collaborative learning with group assignments to encourage students to share skills and manage time well (Ishimura & Fitzgibbons, 2022). However, even though it is good, giving group assignments also has areas for improvement in the negligence of students when combining various information from all group members in the broad framework of their knowledge (Arave & Stonebraker, 2023). The ability to build a knowledge framework from information/knowledge assembly requires the ability to organize good information.…”

Section: Resultsmentioning

confidence: 99%

Prospective Science Teachers' Information Literacy and Scientific Argumentation Skills in Online Learning During COVID-19 Pandemic

Hidayati

Dasna

Munzil

et al. 2023

JPII

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This study aims to analyze prospective science teachers’ information literacy and scientific argumentation skills and their correlations in online learning during the COVID-19 pandemic. This survey research with a cross-sectional design involved 342 students from a state university in Surabaya. The survey was given online to all respondents with a response rate of 77%, consisting of 23 men and 241 women. The information literacy skill instrument was adapted from the eight indicators of the empowering eight model and declared valid. Indicators include the ability to identify, explore, select, organize, create, present, access input, and use information. The argumentation skills instrument consists of four indicators: the ability to identify claims and their qualifications, identify types of data and their quality, identify reasons and quality, and identify objections and counter-arguments. In contrast to the results of previous studies in this study, prospective teachers’ information literacy obtains an average of 83% in a good category. Based on the correct answers to the four indicators, the argumentation skills used obtained an average score of more than 50% on the less and very poor criteria. Based on the SPSS one-tailed correlation test, a correlation coefficient of 0.103 is obtained with very low criteria. This study concludes that students’ information literacy skills are in line with their argumentation skills but in very little correlation.

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Section: Resultsmentioning

confidence: 99%

Prospective Science Teachers' Information Literacy and Scientific Argumentation Skills in Online Learning During COVID-19 Pandemic

Hidayati

Dasna

Munzil

et al. 2023

JPII

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Empowering through digital skills: A case of alumni in the business services sector

Deja,

Bobkowski,

Huvila

et al. 2024

Asso for Info Science & Tech

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This quasi‐experiment examines the self‐assessment of psychological empowerment in the workplace among humanities and social science graduates who completed one of four digital literacy courses and were employed in the business services sector 6 months after graduation. The four courses—information literacy, data literacy, visual literacy, and communication and collaboration—were designed using information literacy and digital skills frameworks and were offered to support students' employability. Psychological empowerment was measured with four dimensions: meaning, competence, self‐determination, and impact. Statistical inference with a probabilistic approach using Bayesian ANOVA was conducted. The four courses varied in their impact on empowerment, with the information literacy course corresponding to the highest empowerment scores. The training also related differentially to the four dimensions of empowerment, with the highest scores on meaning. Evidence indicates that digital literacy instruction supports the psychological empowerment of humanities and social science graduates employed in the business services sector.

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Embedded information literacy interventions in an experiential business learning capstone

Opdahl

2024

The Journal of Academic Librarianship

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Information literacy problems in groupwork: Interpretations of the ACRL Framework

Cited by 7 publications

References 59 publications

Prospective Science Teachers' Information Literacy and Scientific Argumentation Skills in Online Learning During COVID-19 Pandemic

Prospective Science Teachers' Information Literacy and Scientific Argumentation Skills in Online Learning During COVID-19 Pandemic

Empowering through digital skills: A case of alumni in the business services sector

Embedded information literacy interventions in an experiential business learning capstone

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